V Japanese University Students'
Attitudes in Class (1) by YAMAGISHI, K.
I frequently have the following questions
asked by non-Japanese teachers. Why do Japanese
university students sit in back rows in classrooms
─ why not sit in front where they can hear
and see better? Why do they sit in a group,
boys in a boys' group and girls in a girls'
group─ why not sit in a mixed way? Why do
they look sideways at a friend sitting next
to him or her when he or she is called on
by their teacher─ why not answer by him-
or herself? Why do they avoid eye contact
with their teacher in class─ why not look
the teacher in the eye and keep eye contact
with him or her? Why don't they ask questions
during class─ why not even try to interrupt
the teacher and ask him or her a question
or two? Japanese students often look very
unfriendly, uncooperative, and sometimes
even dishonest.
Some of my non-Japanese colleagues have also asked me these questions.
I can understand how they feel, how much they are frustrated, and how unhappy
they are with those Japanese students. Most teachers from overseas have
trouble getting Japanese university students to sit in front rows, to look
them straight in the eye, and to speak up. When they found out that it
is almost impossible for them to make Japanese classes be active or positive
and to help them to be more responsive or cooperative, they end up being
frustrated with the Japanese students' response. Some of the non-Japanese
teachers, quite unfortunately, start talking badly of their Japanese students,
saying that they are incomprehensible, impossible, inhuman (like robots),
and even stupid ?
They haven't been brought up so.
However, no matter how often non-Japanese
teachers try to encourage Japanese students
to sit in front rows, and if their Japanese
students want to learn to speak English,
they must speak up and be heard, they will
sit in back rows and remain silent or unresponsive
in classrooms. And no matter how earnestly
non-Japanese teachers say that by maintaining
eye contact a person can convey "sincerity"
(unfortunately the Japanese counterpart of
the word is used in a different connotation)
and he or she can create a friendly atmosphere
in classrooms, the Japanese students may
well remain silent and hesitate to sit in
front rows or look the teacher straight in
the eye.
In classrooms Japanese students are
often uncomfortable with non-Japanese teachers
because foreigners' style of classwork, conversations
or attitudes toward them are different from
those in their own society and because Japanese
students easily get puzzled by the foreigners
whose expectations are based on their own
experiences. So if non-Japanese teachers
easily get frustrated or upset and openly
show their frustration in class, Japanese
students would most probably have negative
feelings about the teachers and start being
more unresponsive in classrooms.
Japanese people of the students' parents'
or their grandparents' age (and their great
grandparents' age,…) were brought up to
be submissive or obedient to older people
and to their teachers. To these people "to
learn (=manabu) simply meant" to imitate"
and "not to become original." For
those Japanese, learning from great or sacred
people (Confucius was one among many), was
the goal, or at least one of the goals, and
learning didn't expect originality from them.
It shouldn't be forgotten that in Japanese
tradition there has always been an aspect
of learning to do things in the way their
ancestors once did. Originality hasn't been
very important for the Japanese. As a result,
in Japanese classrooms, students still tend
to learn "facts" and memorize them
as well as possible. They weren't encouraged
to asked questions during class or lecture,
nor were they encouraged to interrupt the
teacher talking or lecturing.
In Japanese society also, eye contact,
especially between people of different social
status, hasn't been encouraged and so, they
aren't very good at looking other people
directly in the eye. Today's young people
have been brought up by these parents or
adults and have just looked at the people
around them and consciously or unconsciously
are behaving in the Japanese society or in
classrooms according to their behavioral
codes.
Having more cultural flexibility
Japanese students may look very shy,
excessively self-conscious, or may be afraid
of making mistakes, or they may not want
to appear pushy in classrooms, or rather,
peer pressure tells them to just listen and
not show off.
When communicating with Japanese people,
therefore, language can be only half the
battle. What is left unsaid may be equally
important and it is what non-Japanese teachers
often fail to notice. The Japanese university
students' tendency to sit in a group in classrooms
simply means that they feel more comfortable
sitting in that way than sitting apart from
their friends.
Even today many Japanese people will
think that too much talking and self-assertion
are the proof of immaturity and that quietness
or silence is the proof of deep thought, as the saying "still waters run deep"
goes.
In Japanese classrooms non-Japanese
teachers are well expected to be patient
and friendly; they shouldn't be upset easily
by silence, delays or by vague and indirect
replies. Though today's average Japanese
students are more self-confident than their
parents or grandparents (or great grandparents,…)
once were, many of them may still be a shy
type. Such being the case, non-Japanese English
teachers are also well expected not to embarrass
their Japanese students or surprise them
by suddenly asking them to speak up or to
maintain eye contact with their teacher;
rather, they are expected to tell them to
relax and encourage them to try to organize
their thoughts in English and learn to speak
it. If they understand the reason they learn
English and their goals are made clear, they
will stop being unresponsive and try to meet
the non-Japanese teachers' expectations.
I know many non-Japanese people who
have succeeded in encouraging Japanese students
to be culturally flexible and be active,
relax, responsive, cooperative in classrooms
and getting them to sit in front rows, in
a mixed way, to positively participate in
classwork and speak up.