Abstract
In this chapter, I have reported the results for three research participants out of my first phase research. The three participants were different in the nature of the recalled face-threatening or face-honouring episode, the salience of the recalled episode as a life event and their level of awareness of mentsu. There are two main implications to be drawn from the findings reported in this chapter.
First, it is more important to note that the three participants differ in how they go about managing their sense of shame. Whether or not the pertinent identity can be strengthened depends on the way they manage shame. Second, the literature of face suggests that three kinds of face needs, fellowship, competence and autonomy, are conflictual on occasions. This was supported by one of the participants’ data. However, another participant’s data suggest a different dynamics of three face needs. To him, meeting his fellowship face needs meant assurance of competence face needs, and it turned out to fulfil autonomy face needs.
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Notes
- 1.
I modified Table 5.1 in Sueda (2012, p. 56)
- 2.
Some returnees lived more than two countries and multiple responses apply to this.
- 3.
Multiple responses apply.
- 4.
Multiple responses apply.
- 5.
TOEFL (Test of English as a Foreign Language) is administered by ETS (Educational Testing Services, NJ, USA) for foreign students seeking admission to universities in North America and some Commonwealth countries to demonstrate their English ability. The minimum scores for admission depend on each institution: 580–600 on the paper-based testing seems to be the requirement for a graduate school in humanities and social sciences, and 500–550 seems to be the requirement for an undergraduate level. I consulted the table provided by the English Language Teaching Centre at Sheffield University to transfer paper-based scores into Internet-based scores and IELTS scores (English Language Teaching Centre, Sheffield University, August 29, 2012).
- 6.
TOEIC (Test of English for International Communication) is also administered by ETS and was created for non-native speakers of English to demonstrate their English ability in the global workplace (ETS, 2014). Some multinational companies in Japan set 900, which is close to the perfect scores, as a minimum requirement for recruiting.
- 7.
Each dendrogram will be presented and followed by a brief summary of its conceptual meaning.
- 8.
I modified Figure 5.1 in Sueda (2012, p. 62).
- 9.
I modified Figure 6-8b in Sueda (2002, p. 231).
- 10.
As shown in Chap. 5, the research was conduced in Japanese basically. However, the class where I had him was conducted in English, and as a student he had to use English. He associated ‘speaking English’ with the time he stayed in North America. No matter whether he spoke English or not, he was reminded that he was Japanese and the rest were Americans.
- 11.
Kuroko (黒子) or kurogo (黒衣) literally means black clothes or a person wearing black clothes. His/her role is to help actors or actresses put on different kinds of clothes and prepare and put away the properties on the stage in Japanese traditional arts such as kabuki. Later, this term is used to refer to someone invisible who helps people do things.
- 12.
I modified Figure 5.1 in Sueda (2012, p. 66).
- 13.
‘GAP’ should be described as ‘gap’. But #B used this English word for the item, and I just left it as it was written originally.
- 14.
As #C was not sure about the meaning of mentsu, I explained it to him.
- 15.
I modified Figure 5.3a in Sueda (2012, p. 74).
- 16.
I modified Figure 5.3b in Sueda (2012, p. 77).
- 17.
However, the Ministry of Education, Culture, Sports, Science and Technology is going to start introducing English education for elementary school in the year 2002.
- 18.
‘Sensei’ is an address form for those who teach in general.
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Sueda, K. (2014). Results (The First Phase of Research): Japanese Returnees at University. In: Negotiating multiple identities. Springer, Singapore. https://doi.org/10.1007/978-981-287-008-7_6
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