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vi Silence in Intercultural Communication

3.2.2 Participant structures in Japanese classrooms 47
3.2.3 Turn-taking in the classroom: Interactional roles 49
3.2.4 Turn-taking in the classroom: Timing management 51
3.3 Socio-psychological domain 52
3.3.1 The teacher-student relationship and politeness orientation 52
3.3.2 Politeness and face-work in the classroom 53
3.4 Cognitive domain 60
3.4.1 Norms of speed of interaction 60
3.4.2 Approach to knowledge 60
3.4.3 Norms of relevance 61
3.4.3.1 Approach to topics 61
3.4.3.2 Critical views and disagreement 65
3.5 Summary: Japanese classroom practice and silence 66

chapter 4
Perceptions of silence: From a macro-perspective 69
4.1 Introduction 69
4.1.1 Speaking about silence: Ethnographic interviews 70
4.1.2 Perceiving others’ silence: Lecturer questionnaire 71
4.2 Linguistic factors contributing to silence 72
4.2.1 Language proficiency 73
4.2.2 Norms of turn-taking 74
4.2.3 Participant structures 76
4.3 Socio-psychological factors contributing to silence:
Politeness orientations 84
4.3.1 Maintaining positive face of the self 84
4.3.2 Silence to save the other’s face: ‘Don’t do the FTA’ strategy 87
4.4 Cognitive factors contributing to silence 91
4.4.1 Speed of reaction 91
4.4.2 Norms of relevance 93
4.5 Intentional and unintentional silence 97
4.6 Summary: Perceptions of silence in intercultural communication 98

chapter 5
Performance and perceptions of silence: An empirical view 101
5.1 Introduction 101
5.2 Methodology of the case studies 103
5.2.1 Japanese participants 103
5.2.2 Classroom observation 103