Korean Culture Constructed through the Process of Two Empirical Studies: Implications for Teaching and Research Practices
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This paper aims to examine culture-related practices toward discourse in interpersonal relationships developed through the interaction between the researcher and the participants, who shared the same identity, nationality and cultural backgrounds. Face and hierarchy had considerable impact on the methodological process of the two empirical studies in both positive and negative ways. First, role negotiation between the researcher and the 6 participants as senior-junior relationship occurred during the in-depth and longitudinal interviews: the researcher was asked to play the periodical role of advisor when they had problems with issues such as adjusting to a new cultural context. This consolidated the researcher-participant relationship and thus yielded richer data. The seniority-based cultural aspect was also reflected in the relationship between the researcher and the 124 respondents during the process of administrating the survey. However, 'face' may have led to a serious lack of critical comments from the younger students in the think-aloud discussions used in the pilot study with 15 participants for the survey. Finally, concern for politeness worked as expected, overall, as a survey rubric was made in Korean that contained honorific languages and used more indirectness skills through language devices. However, the concern for politeness may have impeded eliciting rich data from the older participants during the in-depth interviews, since a range of indirectness language devices were employed to obtain their responses. These above provided new implications for teaching and researching of Korean L2 learners: culture-specific strategies based on face and hierarchy intertwined with age and seniority need to be considered as an alternative way on a much less artificial dimension when conducting research involving Korean students.
Abstract
This paper aims to examine culture-related practices toward discourse in interpersonal relationships developed through the interaction between the researcher and the participants, who shared the same identity, nationality and cultural backgrounds. Face and hierarchy had considerable impact on the methodological process of the two empirical studies in both positive and negative ways. First, role negotiation between the researcher and the 6 participants as senior-junior relationship occurred during the in-depth and longitudinal interviews: the researcher was asked to play the periodical role of advisor when they had problems with issues such as adjusting to a new cultural context. This consolidated the researcher-participant relationship and thus yielded richer data. The seniority-based cultural aspect was also reflected in the relationship between the researcher and the 124 respondents during the process of administrating the survey. However, 'face' may have led to a serious lack of critical comments from the younger students in the think-aloud discussions used in the pilot study with 15 participants for the survey. Finally, concern for politeness worked as expected, overall, as a survey rubric was made in Korean that contained honorific languages and used more indirectness skills through language devices. However, the concern for politeness may have impeded eliciting rich data from the older participants during the in-depth interviews, since a range of indirectness language devices were employed to obtain their responses. These above provided new implications for teaching and researching of Korean L2 learners: culture-specific strategies based on face and hierarchy intertwined with age and seniority need to be considered as an alternative way on a much less artificial dimension when conducting research involving Korean students.
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