Hình ảnh khuôn mẫu về con ngườI nhật trong nhận định của học sinh ulis và phản hồI từ du học sinh nhật

Hình ảnh khuôn mẫu về con ngườI nhật trong nhận định của học sinh ulis và phản hồI từ du học sinh nhật Hình ảnh khuôn mẫu về con ngườI nhật trong nhận định của học sinh ulis và phản hồI từ du học sinh nhật luận văn tốt nghiệp thạc sĩ

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF LINGUISTICS AND CULTURE OF ENGLISH SPEAKING COUNTRIES GRADUATION PAPER ULIS STUDENTS’ STEREOTYPES OF JAPANESE PEOPLE AND RESPONSES FROM JAPANESE EXCHANGE STUDENTS Supervisor: Phan Thị Vân Quyên, M.A Student: Đỗ Như Quỳnh Course: QH2013.F1.E6 HÀ NỘI – 2017 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA NGƠN NGỮ VÀ VĂN HĨA CÁC NƯỚC NĨI TIẾNG ANH KHĨA LUẬN TỐT NGHIỆP HÌNH ẢNH KHN MẪU VỀ CON NGƯỜI NHẬT TRONG NHẬN ĐỊNH CỦA HỌC SINH ULIS VÀ PHẢN HỒI TỪ DU HỌC SINH NHẬT Giáo viên hướng dẫn: Phan Thị Vân Quyên, M.A Sinh viên: Đỗ Như Quỳnh Khóa: QH2013.F1.E6 HÀ NỘI – 2017 Signature of Approval: _ Supervisor’s Comments & Suggestions _ _ _ _ _ ACCEPTANCE PAGE I hereby state that I: Đỗ Như Quỳnh, being a candidate for the degree of Bachelor of Arts accept the requirements of the college relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature, Date ACKNOWLEDGEMENTS This thesis would not have been possible without the contribution and support of many people, I would like to express my deepest attitude for:  My supervisor, Mrs Phan Thị Vân Quyên; she has not only supported me with her knowledge, advice and precious suggestions for my research, but also acted as a huge source of inspiration and motivation for me to complete my work Without her supervision, this thesis would not have been accomplished  My beloved friend – Trương Minh Hằng, for always encouraging me to try harder in every single day of writing this research paper She is always the one who cheered me up every time I suffer from depression and wholeheartedly supported my work  Twelve both Vietnamese and Japanese participants, who have devoted their precious time to take part in this study  My parents, who always support and inspire me to move on and finish the work I’m strongly in debited to their conditional love and care i ABSTRACT The globalization in many recent decades has boosted the international cooperations between many countries and territories, thereby generating higher demand for crosscultural understandings For that purpose, many studies have been conducted underneath this topic with the aim of increasing the cultural knowledge of every country to each other as well as minimizing the misunderstandings in the diplomatic affairs The birth of this research about stereotypes could also be with that purpose under the situation that the relationship between Japan and Vietnam are undergoing higher level of cooperation and development The researcher aimed at investigating the perceptions of ULIS students to Japanese people, then asked several Japanese exchange students to check whether those stereotypes reflect the true characteristics of Japanese people or not, thereby perceiving a more general look on Vietnam-Japan affairs as well as supplementing a source of crosscultural knowledge for the stakeholders This study adopted the Qualitative Reseach Methodology in twelve subjects in which eight of them were students from ULIS and the rest were Japanese exchange students in Hanoi The researcher collected data through semi-structured interviews with the aim of finding out the image of Japanese people in the perception of ULIS students and the responses to that image from Japanese exchange students ii “Because they always accomplish their tasks so the bosses are likely to give them more tasks because they think that their workers can anything And such hard-working people will not reject the requests from their bosses As a result, pressure happens, but we cannot blame anyone.” Beside that, the responsibility is also seen in the way they nurture their friendship: “Moreover, Japanese people really care about the relationship and care for the feeling of others After work, they often go with friends for a beer even when they don’t want to They could not say “No” for the invitation and sometimes working overtime means additional drinking time And that’s the reason why Japanese people are hardworking and responsible.” (Shunto) Hence, “hardworking” and “responsible” seem to have an interrelationship with each other in the case of Japanese people Being responsible is likely to drive Japanese workers to work overtime to not only finish their work but also help their colleagues For “hardworking”, some people are put in unavoidable situation, but the perception that Japanese always put all of their endeavours for work and are very willing to support others was widely confirmed when it comes to “responsible” 4.2.2.3 Disciplined Japan, for a long time, has been renowned for being disciplined Especially after each time of natural disaster, people around the world will have chance to see an organized image of Japan The participants of this research when being asked about the disciplined lifestyle in daily context of citizens in their country show their agreement with positive attitude: “Yes I think so They are so kind for others, so even in chaotic situations like in earthquakes or tsunamies, people will not become selfish Basically they follow the rules all the time so I think that we can talk about them as disciplined.” (Kakuho) 42 “We really like to make/ set rules, not to make other people uncomfortable We really scare of breaking rules or behaving or doing actions that lack of common senses, because we are criticized by our society if we not appropriate actions.” (Karin) “Yes I think that’s true Cause our actions are shaped based on the social norms The society has many eyes that keep watching us all the time ” (Ryosuke) Once again social norms shape the behaviors of people, and if anyone behaves differently, they immediately receive negative reactions from the society: “ and if we don’t follow the rules, bullying will happen People will consider that person not good enough and don’t want to make friends with him or her.” (Ryosuke) “ people will kind of say something bad about that person and hold a negative attitude about them.” (Karin) A set of rules should be a need for every society to be operated properly, however, strictly following those principles may result in boredom: “But I feel like the Japanese education system emphasizes too much on a calm classroom environment that allows quiet concentration and focus, and when one or more students disturb this calm, teachers are masters at "turning the screws," making it crystal clear that misbehavior hurts the misbehavers and everyone that matters to them This feature of discipline seems to demotivate the development of society.” (Karin) According to those participants, the Japanese culture favored the community over the individual and as a result people tend to value discipline, uniformity and all of the other things that could help the whole community live a better life Besides, Japanese people think of laws as things that are enforced by the people As a result, people watch for law violations as they feel responsible to make sure laws are not broken 43 4.2.2.4 Punctual When it comes to time management, all four interviewees accepted that punctuality is a social standard that shows politeness and respect for other people: “We are really punctual We are serious about the time management We cannot be late when we have an appointment with someone who is not close or supervisors, or seniors We think we must arrive at least minutes before the arranged time Being late is a really rude behavior.” (Karin) “Workers are so in love with being punctual, especially when they work with their partners, because it shows your respect towards the others.” (Shunto) Kakuho even gets a bit annoyed when Vietnamese people not value punctuality as much as Japanese ones: “This is one of the big difference I think, or I did experience Vietnamese people are not punctual for me, I’m punctual If some people are not punctual, I will get angry.” However, when it comes to the appoinment of close friends, the sense of being super on-time is no longer serious: “Yes, coming some minutes late is not a big problem for close friends, but we should never that with unfamiliar ones.” (Karin) According to the participants, Japan is an extremely time-concious culture, which values busy-ness and equates a hectic lifestyle with success, status and importance Strangers should never come late, because they could be considered as disrespectful 4.2.2.5 Friendly Two Vietnamese students who had the direct exposure to Japanese shared that their friends are very friendly and easy to talk to However, it is not the case for most Japanese people, as perceived by four Japanese interviewees: 44 “No, I don’t think so Japanese people are so shy that they feel very difficult to talk to the person they met for the first time On this point I think Japanese people are not friendly.” (Kakuho) “Japanese people are maybe inside of their mind, they are friendly, but Japanese people seem to be not friendly, because we all are shy to talk with someone who is not close Also majority of Japanese people cannot speak English so they not want to talk with foreigners, but we are kind, so if we are asked for help, for example if we are asked by foreigners about the directions to go somewhere, we really try hard to help them If you are not kind to the others, maybe other members of the society think you are not good person.” (Karin) The unfriendliness might come from the Japanese people’s unconfidence in their proficiency of English language, their shyness, or the scaredness of being asked private questions: “Japanese people are not confident and tend to think that they are not good It’s kind of belonging to culture as they always respect others That makes them feel unconfident and hesitates to talk to other people.” (Kakuho) “Because they are really afraid of being asked personal questions It often takes us a lot of time to get to know each other, but once we get close, it will be a strong relationship.” (Shunto) “And more than that, Japanese people are passive in opening their mouth first in a new conversation, and they are shy as well.” (Ryosuke) Therefore, from the perspective of Karin, the two friendly Japanese friends of ULIS students may be the ones who have international background and open to out-group elements, which help them be more positive in communicating with Vietnamese students, but Japanese people in general are not really friendly to outgroup members 45 CHAPTER 5: FINDINGS AND CONCLUSION 5.1 Summary of findings and conclusion The findings of this study show that ULIS students have a very positive perception of Japanese people adjectives presenting stereotypes about Japanese people with the highest frequency of use are recorded The researcher brought those findings to ask Japanese exchange students about whether they could apply to peole in their country and the results are quite interesting as follows: - Hardworking: It is true for Japanese workers, but not for university students ULIS students think that Japanese are studious by nature and they are taught to behave this way since they were born, but the responses from Japanese exchange students show that most Japanese not want to be like this They have to work hard because of the pressure coming from their bosses, from their colleagues and from the society On the other hand, university students consider the university as the last free time in their life, therefore, they have a tendency to spend time doing what they like rather than focusing on their academic activities - Responsible: All Japanese students think that people in their country are very responsible because this is what they are taught from birth Being hardworking, disciplined or punctual are all expressions of being responsible - Disciplined: The fear of being different from society forces every Japanese to conform to a set of rules If anyone breaks any of those rules, they will be criticized both directly and indirectly by the public - Punctual: This adjective could not apply for every Japanese It is true for work relationship, for social relationship or formal context, but people could be more flexible in time when it comes to a close relationship between friends or family members - Friendly: Japanese people consider themselves as unfriendly to strangers It often takes them a lot of time to get a bit closer to someone and only at this time, they could be confident in expressing themselves The shyness by nature, the low proficiency of foreign language and the fear of being asked about their private life are the reasons preventing 46 Japanese from expressing their friendliness The intergroup contact also plays an important role in reducing the anxiety of Vietnamese students in communicating with Japanese The findings above all show that Japan bears a lot of characteristics of a collectivistic society in which all Japanese informants admitted that they put the harmony of group above the expression of individual opinions and have a strong sense of shame for losing face Therefore, Japanese people keep themselves hardworking, responsible, disciplined and punctual as a way of conforming themselves to the local customs Being different, in their point of view, is not encouraged, regardless of the reason that they will have a high chance of receiving criticism and disapproval Another thing that we could see from the findings is that the correspondence between the perceptions of Vietnamese students and the responses from the Japanese students means that the lack of direct contact between two groups of people does not really affect much their stereotypes of each other Instead, the media has made itself a credible source of information that people could base on when researching about the outer world The availability of TVs, social networking sites or comics has allowed people to have better access with outgroup society and help them to gain quite a true understanding about their counterparts In terms of intergroup anxiety as mentioned in the question about difficulties that Vietnamese students encounter in communicating with Japanese people, the findings show that the frequent exposure generates fewer difficulties in communication Because it helps people shape clear norms for interaction and, at this time, the intergroup anxiety will generally be low as in responses of informant 5,6,7&8 On the contrary, in the other group of informant 1,2,3&4 where contact between groups was minimal, future interactions were expected to produce high levels of intergroup anxiety (Stephan, W & Stephan, C., 1985) In intercultural communication, it is very important to understand the underlying reason of what you see, because sometimes it might not be the same as what you think For example, people from out groups hold a very positive attitude to the “hardworking” trait of Japanese people, sometimes even with admiration and respect, but it may not be the case with the reasons behind the outward appearance When we find that hardworking attitude of 47 Japanese people is a must and not from their willingness, we may turn out to be more sympathetic with them instead of the admiration as before Therefore, whatever out-group members think about an ethnic group, they should be cautious in giving judgements Thorough knowledge of people and culture of a country, receptive attitude towards differences and a neutral mindset are neccessary to achieve if one wants to improve his/her intercultural competence 5.2 Implications and applications The findings of this research will provide an insight about how Vietnamese people view about Japan and how much those opinions are true to life Based on that perceptions, both Vietnamese and Japanese stakeholders, particularly those who are involved in VietnameseJapanese relationship, such as businessmen or exchange students, have a clearer understanding about their counterparts, thereby adjusting their behaviors Besides, the conclusions of this research act as a useful reference for the future research about stereotypes There used to be many studies investigating the stereotypes of foreigners to Japanese people, but, as far as what I have known, none of them exploits the responses from the Japanese people This is the new point of this research and I believe that it would be an interesting reference for the further studies Last but not least, this research could also provide a very practical example for the learners in Interculcural Communication Studies at many universities or institutes, especially for those who have an interest with stereotypes or who have to assignments that are related to stereotypes 5.3 Limitations of the research and suggestions for further study Although receiving a huge amount of support from the supervisor, family and friends, due to the limited time and the scope of a graduation paper, there has been limitation in the number of Japanese participants Instead of Japanese participants, if the reseacher had recruited twice as many of that number or even more, the result would have been more interesting Morever, the findings of research could be more diversified if the reseacher 48 chose the informants from more various backgrounds under the influences of age, gender or occupation The researcher hereby really encourages further research to improve those weaknesses in order to conduct more interesting findings for readers 49 REFERENCES Allen, M., & Sakamoto, (2006) Popular culture, Globalization and Japan Routledge Studies in Asia’s Transformation Allport, G W (1994) The nature of prejudice Reading Mass: Addison-Wesley Allwood, J (1985) Intercultural communication Papers in Anthropological Linguistics 12, 1-25 Bonacich, P (1990) Communication dilemmas in social networks: An experimental study American Sociological Review, 55(3), 448-459 Brewer, M., & Miller, N (1984) Groups in contact The spychology of desegregation Academic Press, INC Orlando, Florida, U.S.A Brigham, J C (1969) Ethnic stereotypes, attitudes, and treatment of ethnic group members Doctoral dissertation, University of Colorado Ann Arbor, Mich.: University Microfilms, 1969 No 70-5822 Brigham, J C (1971) Ethnic stereotypes Psychology Bulletin, 76(1), 15-38 Florida State University Bryman, A (2001) Social research methods Oxford, Oxford University Press Cauthen, N R., Robinson, I E., & Krauss, H H (1971) Stereotypes: A review of the literature 1926-1968 The Journal of Social Psychology, 84(1) Creswell, J (2003) Research Design: Quantitative, Qualitative and Mixed Methods Approaches Sage Publication, Inc Devine, P., & Elliot, A (1995) Are stereotypes really fading? The Princeton Trilogy Revisited Pers Soc Psychol Bull, 21(11), 1139-1150 Dyer, R (1999) The role of stereotypes Media Studies: A Reader, 2nd Ed Edinburgh University Press Edward, M (2015) Japan’s Aid: Lesson for Economic Growth, Development and Political Economy Routledge Studies in the Modern World Economy Routledge, U.S.A 50 Eilers, J (1992) Communicating between culture An introduction to Intercultural communication Anthropos Institute, 87(4/6), 646 Fishbein, M., & Ajzen, I (1975) Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research Reading, MA: Addison-Wesley Fishman, J A (1956) An examination of the process and function of social stereotyping Journal of Social Psychology, 43, 27-64 Gardner, R., Kirby, D., Gorospe, F., & Villamin, A (1972) Ethnic Stereotypes: An Alternative Assessment Technique, the Stereotype Differential The Journal of Social Psychology, 87(2), 259-267 Publisher: Routledge London, UK Hashimoto, H., Li, Y., & Yamagishi, T (2010) Beliefs and preferences in cultural agents and cultural game players Asian Journal of Social Psychology, 14(2), 140-147 Henderson, L., & Zimbardo, P (2001b) Shyness, social anxiety, and social phobia From social anxiety to social phobia Needham Heights, MA: Allyn and Bacon, 46-64 Henshushitsu, A (1995) Sekai shohin no tsukurikata: Nihon media ga sekai o seishita hi Tokyo: Parco Suppan Herman, E., & McChesney, R (1998) The global media: The new missionaries of global capitalism London: Cassell Hill, M E., & Augoustinos, M (2001) Stereotype Change and Prejudice Reduction: Short – and long – term evaluation of a cross-cultural awareness program Journal of Community and Applied Social Psychology, 11, 243-262 Hilton, J L., & Hippel, W (1996) Stereotypes Annual Review of Psychology, 47, 237271 Islam, M R., & Hewstone, M (1993) Dimensions of contact as predictors of intergroup anxiety, perceived out-group variability, and out-group attitude: An integrative model Personality and Social Psychology Bulletin, 19, 700-710 Kamo, Y (2000) Pokemon ga yushutsu shita “kuru” na nihon to nihonjin Asahi Shinbun, 20 January, evening edition 51 Katz, D., & Braly, K (1933) Racial stereotypes of one hundred college students Journal of Abnormal and Social Psychology, 28, 280-290 Katz, D., & Braly, K W (1933) Racial prejudice and racial stereotypes The Journal of Abnormal and Social Psychology, 30(2), 175-193 Kerr, M (1943) An experimental investigation of national stereotypes Sociological Review, 35, 37-43 Klineberg, O (1954) Social Psychology (Rev Ed.) New York: Henry Holt Krieglmeyer, R., & Sherman, J W (2012) Disentangling stereotype activation and stereotypes application in the stereotype misperception task Journal of Personality and Social Psychology, 103(2), 12-22 Lamei, K (2013) Labeled individuals: The influence of stereotypes on interpersonal communication between American and Non-American students Karaj University, U.S.A Landis, D., & Richard, W (2013) Handbook of Intercultural Training Chapter 11 Pergamon Press Inc., New York, U.S.A Lippmann, W (1922) Public Opinion New York, MacMillan Co McDonnell, J., Strom-Gottfried, K J., & Burton, D L (2006) Behaviorism, Social Learning, and Exchange Theory Comtemporary Human Behavior Theory: A critical perspective for social work Pearson, 349-385 Meek, W (2006) Everyone Has Stereotypes Psych Central Retrieved December 9, 2016, from http://psychcentral.com/blog/archives/2006/09/15/everyone-has-stereotypes/ Miles, M.B., & Huberman, A.M (1994) Qualitative Data Analysis A Methods Sourcebook SAGE Publications Mongeau, P.,& Henningsen, M (2008) Stage theories of relationship development Engaging theories in interpersonal communication: Multiple perspectives SAGE Publications, p.363-375 Ota M, (2005) Stereotypes and prejudice: Intergroup contact between Americans and Japanese Electronic Theses & Dissertations, Page 438 52 Peng, S Y (2010) Impact of Stereotypes on Intercultural Communication: A Chinese Perspective Asia Pacific Educ Rev., 11, 243-252 Pittam, J., Kashima, Y., & Iwawaki, S (1990) Dimensionality and national function in Australian and Japanese ethnic stereotypes Australian Journal of Psychology, 42, 297-308 Priscilla, R (2005) Qualitative method in public health Published by Jossey-Bass A Wiley Imprint, 989 Market Street, San Francisco, CA 94103-1741 Raskoff, S (2012) Understanding generalizations and stereotypes Retrieved May 14, 2012, from http://www.everydaysociologyblog.com/2012/05/understandinggeneralizations-and-stereotypes.html Rhoda, J (2000) Racial stereotyping of Asians and Asian Americans and its effects on criminal justice: A reflection of the Wayne Lo Case Asian Law Journal, 7(1) Ruble, R.A., & Zhang, Y (2013) Stereotypes of Chinese international students held by Americans.International Journal Of Intercultural Relations, 37(2), 202-211 Sally, R (2012) Understanding Generalizations and Stereotypes Retrieved May 14, 2012, from: http://www.everydaysociologyblog.com/2012/05/understanding- generalizations-and-stereotypes.html Secord, P F (1959) Stereotyping and favourableness in the perception of the Negro faces Journal of Abnormal and Social Psychologym, 59, 309-315 Snyder, M., & Miene, P (1994) Stereotyping of the elderly: A functional approach Department of Psychology, Winona State University, Winona, MN 55987, USA Spencer-Rodgers, J., & McGovern, T (2002) Attitudes toward the cultural difference: The role of intercultural communication barriers, affective responses, consensual stereotypes and perceived threat International Journal of Intercultural Relations, 26, 609-631 Stangor, C., & Lange, J E (1994) Mental representations of social groups: Advances in understanding stereotypes and stereotyping Advances in Experimental Social Psychology, 26 San Diego 53 Stephan, W G., & Stephan, C W (1985) Intergroup Anxiety Journal of Social Issues, 41(3), 157-175 New Mexico State University Takemura, M (1996) Dejitaru Japanesuku Tokyo: NTT Shuppan Thomas, K C (1984, May 1) The construction of a measure of stereotypes Research in Education 0.31 Triandis, H C (1990) Cross-cultural studies of individualism and collectivism In Nebraska Symposium on Motivation, 1989 Lincoln, Nebraska: University of Nebraska Press Triandis, H C (1994) Culture and Social Behaviors Cornell University Press Triandis, H C (2001, December) Individualism-Collectivism and Personality Journal of Personality, 69(6), 907–924 Vinacke, W E (1957) Stereotypes as social concepts The Journal of Social Psychology, 46, 229-243 Department of Psychology, University of Hawaii Wan, G (2001) The learning experience of Chinese students in American universities: A cross-cultural perspective College Student Journal, 35(1), 28 Wilder, P.A (1986) Cognitive factors affecting the success of intergroup contact In S Worchel and W G Austin (Eds.), Psychology of Intergroup Relations: the second edition, 49-66 Chicago: Nelson-Hall Williams, C (2007) Reseach methods – The Clute Institute Journal of Business and Economic Research, 5(3) 54 APPENDIX 1: INTERVIEW QUESTIONS As stated above, the information will be collected through the face-to-face semi-structured interviews Depending on each situations, the researcher would be flexible to get the needed information; however, the following questions are the targets of the interview For Vietnamese informants Category Detailed questions I Personal information Please tell me about yourself What is your major? II Intergroup contact experience Do you have any Japanese friends? Have you been to Japan before? Have you joined any programs that have Japanese participants? From what sources you know about Japanese people? III Perceptions of Japanese How much you know about Japanese people? people If you can describe Japanese people in adjectives, what are they? Did you have or might you have any difficulties in communicating with the Japanese when you first meet them? If yes, what are the difficulties? 55 For Japanese informants Category Detailed questions I Personal information Please tell me about yourself What are you studying in Hanoi? What is your reason of coming to Vietnam? How long have you been in Vietnam? II Intergroup contact experience Do you have any Vietnamese friends? Do you often participate in social or college activities with Vietnamese students/friends? III Responses towards What are the communication difficulties that you Vietnamese students’ encounter when you first come to Vietnam? perceptions of Japanese people Do you know what Vietnamese think about Japanese people? These are the findings of my study on what ULIS students know/think about Japanese people What you think about them? Are those opinions true or not true ? 56 ...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA NGƠN NGỮ VÀ VĂN HĨA CÁC NƯỚC NĨI TIẾNG ANH KHĨA LUẬN TỐT NGHIỆP HÌNH ẢNH KHN MẪU VỀ CON NGƯỜI NHẬT TRONG NHẬN ĐỊNH CỦA HỌC SINH ULIS VÀ PHẢN... MẪU VỀ CON NGƯỜI NHẬT TRONG NHẬN ĐỊNH CỦA HỌC SINH ULIS VÀ PHẢN HỒI TỪ DU HỌC SINH NHẬT Giáo viên hướng dẫn: Phan Thị Vân Quyên, M.A Sinh viên: Đỗ Như Quỳnh Khóa: QH2013.F1.E6 HÀ NỘI – 2017 Signature... stereotyping process This research was therefore conducted to fill in this gap 18 CHAPTER 3: METHODOLOGY 3.1 Research questions By conducting the study ? ?ULIS students’ stereotypes of Japanese people