Journal of Asian Pacific Communication 

About: Journal of Asian Pacific Communication is an academic journal published by John Benjamins Publishing Company. The journal publishes majorly in the area(s): Foreign language & Mandarin Chinese. It has an ISSN identifier of 0957-6851. Over the lifetime, 393 publications have been published receiving 3678 citations. The journal is also known as: JAPC.

Adolescent literacy and identity construction among 1.5 generation students: From a transnational perspective

Abstract: The emergence and significance of transnational adolescents at school and in society have recently been recognized, and yet, little is known about how their transnational lived experiences affect their literacy learning and identity construction. Thus, the study reported in this paper explored transnational literacy options and practices that two Korean transnational adolescents had experienced and addressed how their online literacy practices served them while negotiating their transnational identities. The findings show that the participants engaged in multiple literacy practices and forged transnational identities through online activities involving “creating and constructing a transnational and transcultural community” and “communicating via instant messaging.” The findings suggest that we should re-conceptualize the teaching and learning of students who share multilingual, transnational lived experiences and that we should re-examine what it means to be good, educated students and global citizens in the 21st century.

Face-keeping strategies in reaction to complaints: English and Persian

Abstract: This paper discusses a number of differences between English and Persian in the area of speech acts and links them with different cultural values and norms. The Persian speakers’ use of face-keeping strategies in reaction to complaints was compared with American English speakers’ performance. The most frequent face- saving strategy used by both groups in reaction to complaints was the apology speech act. Therefore, a cross-cultural comparison in the realization patterns of the apology speech acts between the two languages was performed. A detailed analysis of the use of the illocutionary force indicating device (IFID) strategies and supportive strategies revealed important differences in communicative styles of the two groups which can give us insights into understanding different cultural values, norms, and assumptions concerning interpersonal use of language in a Western and a non-Western language. It is shown that Persian speakers are more sensitive to contextual factors and vary their face-keeping strategies accordingly whereas English speakers mostly use one apology strategy and intensify it based on contextual factors.

Borrowing words and ideas: Insights from Japanese L1 writers

Abstract: This study investigates Japanese university students’ perceptions related to the notion of plagiarism in their L1 academic context in Japan. The analysis is based on questionnaire and interview responses from Japanese undergraduate (N = 605) and graduate students (N = 110). The responses are compared across disciplines (science versus liberal arts majors) and across academic levels (undergraduate versus graduate students), along with a cross-cultural comparison with similar responses from a smaller number of native English speaking undergraduates in the U. S. (N = 76). The findings of the study indicate that Japanese students do not have much knowledge of citation of sources, particularly as compared to U. S. students, and they perceive the borrowing of words or ideas without citing the source to be not entirely negative. Although both academic level and major field apparently affect students’ knowledge of citation conventions and attitudes toward borrowing words or ideas, the results suggest that academic discipline may be more influential than academic level. In particular, liberal arts (humanities and social science) majors showed more awareness than science (computer science, engineering and physical science) majors of a need for crediting sources. The insights provided by the participants suggest a number of ways in which teachers might facilitate students’ acquisition of academic literacy and citation conventions in their L2.

Language learner self-management

Abstract: Learner self-management (LSM) refers to the ability to deploy procedures and to access knowledge and beliefs in order to accomplish learning goals in a dynamically changing environment This paper will elaborate the components of learner self-management and provide an interactive model which elaborates how these components interact.