Body Language

Objectives

In this lesson, I introduce some of the most typicalJapanese behavior patterns that can be taught at theintroductory level of language study: how to conveygreetings (bowing), how to conduct a conversation(eye contact, nodding, responses, smiling), and howJapanese behave when they say sayonara. Alsotaught were direct and polite expressions—conceptsneeded for thinking about who you are conversingwith and under what circumstances.

Nurturing the ability to make proper adjustmentsis a very important part of foreign language acquisi-tion. Learning a foreign language (especially onelike Japanese, which has developed in a culturalmilieu that differs greatly from the learners' mothertongue) is a process of creating a different self—anenjoyable task but also a stressful experience.

Characteristically, Japanese behavior and thinkingare very noticeable when talking with Japanese peo-ple, and they tend to cause misunderstandingsbetween Americans and Japanese. Moreover, thesebehavior patterns are not such that learners can mas-ter them immediately after one lesson. Because theyare difficult, it is necessary to work gradually fromthe introductory stage to draw learners' attention tothem and get students accustomed to using them tofacilitate switching back and forth between theAmerican speaking mode and the mode for Japanesespeakers. It is also a good opportunity to make stu-dents realize that learning Japanese means learningwith the whole body, including gestures and facialexpressions.

Materials and Procedure

1. ReviewPractice of konnichiwa, konbanwa, and sayonara.Using pictures for situational cues, each phrase ispracticed along with bows.

2. Explanation of the Day's ObjectivesTeacher: "Have you ever seen (in real life or inthe movies) or met a Japanese person? If so, didyou notice anything about the person's gestures?(What did you find interesting, strange, or differ-ent?) Today we are going to learn some Japanesecustoms that are very different from those ofAmericans."

3. Eye ContactAsk where Americans direct their line of visionwhen talking to someone. Ask students if theysensed anything about the line of vision ofJapanese they had seen in the movies (such aswhat the subordinate samurai did when theshogun appeared) or in real life. Have them readHandout #1 to learn about the differences in lineof vision of Americans and Japanese and tellthem about the following cases: a. Once when I was introduced to a minister, he

looked me in the eyes so long that I becameembarrassed and shifted my gaze away fromhis. Even though I knew that in the UnitedStates it is good manners to return the otherperson's gaze, I was unable to do so.

b. An American friend of mine was teaching in an

Body Language

Yoko KanoJohn T. Hoggard High SchoolNorth Carolina, U.S.A.

Ages: 13–18 years oldLevel: Beginning–AdvancedCulture: Japanese nonverbal behaviorJapanese: Greetings, small talk, etc.

1 ©1996 THE JAPAN FORUM

English conversation school in Japan. A girl inone of his classes was very quiet, so he tried toget her adjusted to the class by making a pointof speaking to her in English when he met herin the hall. The girl apparently misunderstoodhis intentions, for after that she gave him pre-sents and started knitting him a sweater. Hiseye contact was probably one reason for themisunderstanding.

c. When Japanese students go for job interviews,they are advised to look at the interviewer'scollar or necktie.

4. Responses and NoddingDemonstrate a response and get students to thinkabout things like what it means, why it is neces-sary, whether they had noticed that I nod fre-quently, and how often Americans respond thisway. After this, read the rest of Handout #1 andthen practice the word hai together with nodding.Get them to converse (in English) with theteacher or a classmate and practice nodding.

5. "How are you doing?"Americans frequently ask how to say "How areyou doing?" in Japanese. Have students read andunderstand Handout #2. Also tell them that theJapanese smile has many different meanings andrelate Lafcadio Hearn's comments on theJapanese smile referring to Nippon—The Landand it's People(Gakusei-sha,1984) pp. 331 and339. American students find it hard to believe thatthe Japanese endeavor to put on a smile evenwhen they are sad.

6. SayonaraHave them read Handout #3 and review the pro-nunciation of sayonara. Have the students takethe parts of host and guest and practice a situationin which the guest departs from the host's home.Have them go out of the classroom and keeplooking back and repeating sayonara until theycan no longer see each other.

7. Ohayo and Ohayo gozaimasu (Direct and DistalStyle)

The teacher demonstrates and has the studentsguess the difference between Ohayo and Ohayogozaimasu. Show photographs and pictures thatinclude information about the person and havestudents greet the figures pictured. Have studentsread Handout #4 about direct and distal style andget them to understand the definitions of theseterms. Apply this by having students consider aparticular situation (Handout #5) and raise theirhands to indicate which style they think should beused: Who thinks it should be direct? Who thinksit should be polite?

Explain that in some situations the proper styleis clear, but in others either is acceptable andusage depends on the personal style of thespeaker. Tell the students that there are someJapanese who, because they prefer to use thedirect style, are considered lighthearted and easyto get to know, but whose intentions are fre-quently misunderstood. Also tell the studentsabout the strict rules that govern superior-subor-dinate relations in club activities in Japaneseschools (especially in sports clubs) and about thesaying found in Japanese universities that "fresh-man are insects, sophomores are trash, juniors arepeople, and seniors are gods."

8. Closure Have the students discuss what factors are impor-tant in learning Japanese and make them aware ofthe importance of learning the gestures and otherbody language that should accompany what theysay.

9. HomeworkWrite five examples each of situations in whichthe direct and polite styles should be used. Bespecific about who you are talking to under whatcircumstances.

Interpersonal Relationships


Handouts#1 Culture—Bowing (ojigi), Nodding (unazuki andaizuchi), and Eye ContactWhen you greet a Japanese, you need to bow or nod.It depends on whom you are exchanging greetingswith. Japanese never kiss or hug each other as agreeting. Please do not take it as coldness. It is just adifferent custom. When you greet people to whomyou have to show respect, such as elders, you needto bow. When you meet your close friends or class-mates (people of your age), you nod, saying,"Ohayo."

When you bow or nod, where are you looking?When you are greeting English-speaking people,where are you looking? English speakers look atpeople's eyes, but Japanese speakers do not look atpeople's eyes in greeting. It is rude, bold, or embar-rassing to look straight into people's eyes for theJapanese. Again, it is different custom.

Nodding is a light way of bowing. It is also used toshow that you are listening or that you understandwhat the other person is saying. On the telephonesince nodding can't be seen, the Japanese say "Hai(Yes)" a lot in order to let the speaker know that theyunderstand. English speakers sometimes see this asunnecessary. On the other hand, when Japanese speakwith an English speaker, they wonder if the English

speaker understands what they are saying. WhenJapanese do not get enough feedback from Englishspeakers, they feel insecure or uncomfortable.

Selected Lesson Plans


1. Konnichiwa Hello (at around noon or afternoonbefore it gets dark)

2. Konbanwa Hello (after dark)

3. Sayonara Goodbye. So long.

#2 "How are you doing?"

In the United States people often say "How are youdoing?" when they see each other. Even when theymeet a couple hours later, some say, "How are you?"again. This phrase is often mistranslated as "Ogenkidesu ka" in Japanese. When Japanese say "Ogenkidesu ka" they mean "How have you been doing?" Ifyou have not seen a person for a long while, you cansay "Ogenki desu ka." However, it sounds strange ifyou say this phrase to a person you met only a fewhours ago or even a few days ago. Thus there is nosuch phrase or custom in Japan to say "How are youdoing (now or today)?" Then what is the appropriategreeting, you may ask. Just say "Konnichiwa" andsmile! Your smile means that you are doing finetoday.

#3 SayonaraIn some ways, the way in which English speakerssay goodbye strikes Japanese as cold, for they neverlook back to say goodbye again. They just walkaway or, as hosts, shut the door immediately aftertheir guests leave. The Japanese usually see peopleoff until their guests are no longer in sight. Theguests are also expected to wave or sometimes lookback and bow again to respond to the polite farewellof the hosts staying outside to see them off.

#4 Direct-style vs. Distal-styleThere is no neutral style in Japanese language.Speakers have to change speech style according towho they are talking to. This requires constant atten-tion for speakers. When you are speaking to yourteachers, strangers, seniors, etc., you have to use dis-tal-style, which indicates that speakers are showingsome amount of distance between themselves andthe addressee, rather than talking directly, casually,intimately, abruptly, or carelessly (direct-style). Thisstyle is the safest style for foreign adult speakers.On the other hand, the direct style is the opposite ofthe distal. The Japanese start learning direct-stylefirst, since it is easier to use and also because veryyoung children are not expected to know all man-ners and social expectations. Thus, this style is eas-ily found among young people who are still learningsocial customs and expectations. Japanese young-sters learn distal-style gradually, especially at schoolclub activities, where the seniors are very strict onjuniors about using the appropriate speech style.Direct-style is also used among families with whomyou can be frank.



#5 ApplicationsDo you use distal-style or direct-style in the situa-tions below?1. You are talking to your senpai (senior at school)

whom you like very much.2. You are talking to your Japanese mother in your

homestay family.3. You are talking to your Japanese teacher whom

you have known for a long time.4. You are talking to your senpai (senior at school)

at a club meeting.5. You are talking to your senpai in the hallway of

the school.



1. Ohayo (direct) Hello, in the morning

2. Ohayo gozaimasu (distal)

3. Oyasumi. (direct) Goodbye. Goodnight. Good dreams.(You use this phrase late at night when you assume thatthe other person is also going to bed after you separatefrom each other.)

4. Oyasumi nasai. (distal)

6. You are talking with your classmate during lunchbreak.

7. You are talking to your classmate in classroomdiscussion.

8. You are talking with your kohai at a club meeting.9. You are talking with a kohai in the hallway of the

school.10. You are talking with your classmate whom you

do not usually talk with.11. You are introduced to your friend's friend. This

person seems to be very shy. Which style do youuse first?

12. You are asked to make a speech about yourhometown to people of your age.

13. You are studying privately with your classmatesafter class to prepare for a final exam.

14. You meet a mother of your friend on the street.15. You are speaking to the owner of a grocery store

where you usually go to buy goods. He is usingdirect-style. He is in his fifties.

16. You are talking to a store clerk to buy something.17. Please think of other situations you may

encounter in Japan and decide which style youneed to use to speak to a Japanese.

Culture and the Foreign Language Class

In American primary and secondary schools, foreignlanguage learning is recognized as an importantenrichment experience for growing learners. It isthought to expand their horizons, nurture toleranceof different countries and people, and foster a desireto learn from them; it also provides an opportunityto make students more aware of their own culture. Itis therefore tacitly accepted and mandatory that cul-ture be taught along with language. Thus far, infor-mation about Japanese culture (such as flowerarrangement, martial arts, or paper folding) has beentaken up frequently and has come to be incorporatedin the social studies curriculum, but this sort ofinformation alone makes it difficult for learners toexperience Japanese culture and ways of thinking.Learning the language is a good opportunity forsuch experience.

Some students who study Japanese in Japan learnonly expressions on the direct level. After they

return to the United States and start working, how-ever, their Japanese ability does not mature. Whensuch a person addresses the boss with "Ja mata ne"as he or she leaves the office for the day, the personaddressed, and other people in the office as well,feel strange and somewhat ashamed. Japanese peo-ple tend to overlook improper use of the languageby foreigners, but by doing so they are deprivingmotivated learners—people genuinely interested inJapan—of an opportunity to experience Japaneseways of thinking. When speakers have not learnedthe proper behavior patterns that accompany the useof the Japanese language, this kind of imbalanceoccurs.

One also sees speakers whose gestures and facialexpression create an atmosphere that does not fit themeaning of what they are saying in Japanese.Actions and behavior that we usually pay littleattention to, and the discord that arises when theJapanese teacher corrects the learner, are all goodexperiences for the students. In the future these stu-dents may work in an American subsidiary of aJapanese company, or find that their boss, col-leagues, customers, or neighbors are Japanese. It isuseful for them to experience now the conflicts andmisunderstandings that may arise in such situationsin the future.

This is not to say that they should agree with ormaster Japanese customs and ways of thinking. Theobject is to enable them to adjust properly so as notto offend Japanese people or cause mis-understand-ing. The study of Japanese is valuable because, evenif students forget the language itself, it will enabletheir minds and bodies to switch into the Japanese-speaking mode when they come in contact withJapanese and will shape them into broad-mindedpeople capable of accepting different cultures. Weteachers need to create curriculum and lesson plansfor Japanese classes that do not simply treat the lan-guage as a subject but also provide valuable experi-ences and lessons that contribute to the process ofthe learner's growth as a human being.



Educating for Cross-cultural UnderstandingThis lesson covers some very interesting themes.Just as each country has its own language, eachcountry also has its own gestures, behavior pat-terns, body language, and more. I too believethat to learn Japanese, you must not only learnthe language itself but also gain this kind of cul-tural understanding.

I think Ms. Kano has the right idea in incorpo-rating cultural elements beginning from her ele-mentary-level language classes and in allowingstudents to get used to them gradually. Whenwe do not know much about a country's culture,only the strange aspects of cultural behavior willstand out. If, for instance, a teacher tells stu-dents, "Japanese bow when they greet eachother," they may simply think, "We don't dothat. The Japanese are a funny people." To pre-vent this from happening, we need to developlessons so that when we introduce such culturalelements the students will understand them.However, as Ms. Kano says, this is a very difficulttheme and cannot be properly explored in justone or two class sessions.

Ms. Kano's focus on aspects of behavior is fas-cinating. But do be careful about generalizations.For example, opinions differ on whether allJapanese would behave as Ms. Kano explains inHandout #3 on sayonara. Perhaps it would bebest to introduce this behavior as what someJapanese do when they say goodbye to oneanother. In the interest of promoting educationfor intercultural understanding, a teacher mightwant to focus on similarities as well as differ-ences. We could, for instance, point out that themeaning of the smile in Japan is sometimes verysimilar to that in other cultures. This is also agood opportunity to talk about societies otherthan the United States and Japan. What othernationalities are represented in the class? In theschool? What other foreign languages are

taught in the school and what do they do in sim-ilar situations? The possibilities for improvingcross-cultural communication are enormous.

Language Learning The last part of this lesson plan touches ondirect-style and distal-style. For a 55-minute les-son plan, a lot is being covered. I think it wouldbe better to distill the content a little more, insertmore language opportunities, and spread thematerial over two or more classes. Here are afew starting points:1.To broaden the range of language learning for

bowing, eye contact, nodding and interjectoryvocalizations, you could include phrases ofapology such as, Domo sumimasen andGomennasai, and phrases of thanks such as,Arigato gozaimasu and Domo sumimasen.

2.For interjectory vocalizations and nodding,don't stop at hai. Introduce the interjectionsee, hunhun, ha, he, and so desu ka. If possibleget the students thinking about nodding andinterjections by having them listen to Japanese,not English. Once you have taught them howto use these interjections, you can evaluatethem in subsequent classes on whether theyare able to nod while the teacher is giving anexplanation in Japanese.

3.One fun activity would be to do a shortJapanese skit in which you bow at the appro-priate time and ask students to decide whetherthe bow was used as (1) a greeting, (2) anapology, or (3) thanks. After the lesson, theteacher can evaluate whether the students canspeak Japanese and bow at the same time inthe appropriate situation.

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