Page 117 - Silence in Intercultural Communication

104 Silence in Intercultural Communication

Table 5.2 Participants in the observed classes in the case studies

Class name Case Study Lecturer Number Other students’ Peer students
participant of students backgrounds interviewed
Teaching as a Tadashi Ms Hardy 23 1 Australian male 1 Australian
Profession Australian 1 American male female
female 1 Italian male
1 Korean male
18 Australian females
Curriculum Tadashi Mr Fuller 5 1 Australian female 1 Australian
and Examina- Australian 3 Australian females female
tions male
Intercultural Miki Dr Telfer 12 3 Australian males 2 Australian-
communication Australian 2 Australian females males
female 2 Filipino Australian 1 Australian-
females female
1 Chinese male
1 Chinese female
3 Korean females
History of Aya Dr Lucas 4 2 Australian females 1 Australian-
Secondary Australian 1 English male female
Education male 1 British male
History of Japa- Aya Ms Mills 25 Not available None
nese Literature*
* This observation was organised after Aya mentioned a difference in her performance in different class-
room contexts. Two lecturers from Japanese studies who had Aya in their class were also interviewed.

Davis 1995; Layder 1996). Details of all participants in the observed sessions are
given in Table 5.2.

5.2.3 Video and audio recording from classroom observation

5.2.3.1 Participation coding scheme
The observed sessions above were audio taped and video recorded for detailed
discourse analysis and coding of interactions. The classroom recording was coded
for the following aspects of communication: (1) amount of verbal contribution;
(2) degree of pressure to participate; and (3) quality of participation.
First, the amount of verbal contribution was measured, by counting the num-
ber of turns as well as the length of turns. This approach was taken to evaluate
the view, shared by the Japanese students that the Australian students participate
much more than do Japanese students.
Second, the number and the length of turns were coded in three situational
categories derived from different participation patterns: individual nomination,