To convince Japanese people 日本人を説得する
Jan 27th 2010 04:14
flow
of
thought
japanese
culture
There are some stereotypes in Japanese people. Some people are friendly or make you feel comfortable, some others are stubborn or make you feel anxious. Sometimes, even if you don’t deserve it, you have to talk with such uncomfortable person. Although there is no magic phrase to convince any personality, I think there are some ways to handle them. The person who react like stubborn old person prefer to be relied or leaned on them. If we really know the personality, I bet those characters are easy to be handled for us.
To convince such a type of people, I think it will make easy if you can let them think the idea what you got come out from themselves. To inspire them to make an action, sharing the feeling what we can do rather than what we should do is the key.
1. Raise awareness of the issue as your own idea.
“I’ve gotten some sense that students don’t try to listen my talk in English.”
私、思ったんですけれど、どうも生徒達は私の英語を聴こうとしていないようですね。
2. Gain their agreement or sympathy on your thought.
“Don’t you think so?”
（先生も）そう思われませんか？
3. Once you got their agreement (or at least their attension), share and analyze the problem without criticism.
“I think they might prejudge the native speaker’s talk is beyond their listening skill and expect it should be always translated in Japanese by someone else.”
私、思ったんですけれど、生徒達はネイティブスピーカーの話が分かる訳がないと思い込んでいて、いつも誰かが日本語に訳してくれるのものだと期待しているようですよね。
4. Let (lead) them find the needs for solution.
“What can we do for that?”
“What do you think we can do for getting the students attention to the talk?”
何か私たちに出来ることはあるでしょうか？
どうしたら生徒達が聴くようになるでしょう？
5. Provide your idea and ask their thoughts or ask them help. Do not ask what they do or what they don’t do.
“What if we have a little time for students to listen the talk only in English? “
“Can you make a chance for students to listen the talk only in English? “
“Please do not translate in Japanese “
(Ask their thoughts) 英語だけで話をする時間を作るというのはどうでしょう？
(Ask them help) 英語だけで話をする時間を（もらえませんか）いただけませんか？
(Ask what they don’t do)日本語に翻訳しないでください
‘I’ think & , isn’t it right? method might help to draw their assent out.
私、思った（考えた）んですけど〜ですよね？
The point is giving them enough time and reasonable steps which is low enough to accept for changing their mind gradually. To give them enough time and the good reason to be convinced, we’d better open the topic with “I think” and make them involve the issue with “what we can do” phrase then let them (think they) make their own decision using the phrases like “what if” or “How do you think”.
This entry is inspired by the Miss_Igirisu's entry; 今日は嫌でした [Lang-8]
http://lang-8.com/9149/journals/351227/
To convince such a type of people, I think it will make easy if you can let them think the idea what you got come out from themselves. To inspire them to make an action, sharing the feeling what we can do rather than what we should do is the key.
1. Raise awareness of the issue as your own idea.
“I’ve gotten some sense that students don’t try to listen my talk in English.”
私、思ったんですけれど、どうも生徒達は私の英語を聴こうとしていないようですね。
2. Gain their agreement or sympathy on your thought.
“Don’t you think so?”
（先生も）そう思われませんか？
3. Once you got their agreement (or at least their attension), share and analyze the problem without criticism.
“I think they might prejudge the native speaker’s talk is beyond their listening skill and expect it should be always translated in Japanese by someone else.”
私、思ったんですけれど、生徒達はネイティブスピーカーの話が分かる訳がないと思い込んでいて、いつも誰かが日本語に訳してくれるのものだと期待しているようですよね。
4. Let (lead) them find the needs for solution.
“What can we do for that?”
“What do you think we can do for getting the students attention to the talk?”
何か私たちに出来ることはあるでしょうか？
どうしたら生徒達が聴くようになるでしょう？
5. Provide your idea and ask their thoughts or ask them help. Do not ask what they do or what they don’t do.
“What if we have a little time for students to listen the talk only in English? “
“Can you make a chance for students to listen the talk only in English? “
“Please do not translate in Japanese “
(Ask their thoughts) 英語だけで話をする時間を作るというのはどうでしょう？
(Ask them help) 英語だけで話をする時間を（もらえませんか）いただけませんか？
(Ask what they don’t do)日本語に翻訳しないでください
‘I’ think & , isn’t it right? method might help to draw their assent out.
私、思った（考えた）んですけど〜ですよね？
The point is giving them enough time and reasonable steps which is low enough to accept for changing their mind gradually. To give them enough time and the good reason to be convinced, we’d better open the topic with “I think” and make them involve the issue with “what we can do” phrase then let them (think they) make their own decision using the phrases like “what if” or “How do you think”.
This entry is inspired by the Miss_Igirisu's entry; 今日は嫌でした [Lang-8]
http://lang-8.com/9149/journals/351227/
- 32
- 7
- 1
Journals Statistics
| Total | 67 entries |
|---|---|
| This Month | 0 entries |
| This week | 0 enrties |
Latest entry
Latest comments
| Dec 30th seifip |
| Jan 28th sys |
| Jan 27th Kame Sennin |
| Jan 27th sys |
| Jan 27th sys |
Entries by Month
| 2010 |
|---|
| - January (2) |
| 2009 |
| - June (1) |
| - May (7) |
| - April (27) |
| - March (6) |
| - February (9) |
| - January (13) |
| 2008 |
| - December (2) |
Some people are friendly or make you feel comfortable, some others are stubborn or make you feel anxious.
Sometimes, even if you don’t deserve it, you have to talk with such anuncomfortable person.
Aperson who reacts like astubborn old person prefers to be relied or leaned upon.People who react like stubborn old people prefer to be relied or leaned upon. *
To convince such a type of people, I think it willbe easy if you can let them think the idea what you got came out from themselves.
To inspire them to make an action, sharing the feeling of what we can do rather than what we should do is the key.
“I’ve gotten some sense that students don’t try to listen tomy talk in English.”
Awaken conversation partner’s sympathy. **
Once you get their agreement (or at least their attention), share and analyze the problem without criticism.
“I think they might prejudge the native speaker’s talk is beyond their listening skill and expect thatit should bealways betranslated in Japanese by someone else.”
Let (lead) them find the needs for solution.
“What can we dofor (or about)that?”
Provide your idea and askabouttheir thoughts or ask them forhelp.
“What if we have a little time for students to listen to a speech only in English?
“Can you make a chance for students to listen to a speech only in English?
(Askfor theirhelp) 英語だけで話をする時間を（もらえませんか）いただけませんか？
method might help to draw their assent out.
** This sentence isn't correct, i don't understand what you're trying to say, so i can't correct it.
I hope this helps. By the way, this entry has a good point and is very convincing. Good job, keep it up !
Thank you for reading through this entry and leaving corrections. I made mistakes about the singular or plural problem every time. So, I really appreciate that you pointed them out. That helps me a lot! I'll go over your corrections to find out what I easily be confused.
In the ** sentence, I wanted to say "同意を得る（どういをえる）／共感を呼ぶ（きょうかんをよぶ）" or "Gain their agreement or sympathy on your thought." (I already changed that part in the original text).
Some people are really stubborn, aren't they?
The method you provided seems nice, but it also depends on the person who is trying to convince someone. It's also about tone of speech and the way how person behaves (e.a. "the body speech")....
Well psychologists know more about that than me ^^;;
At the time when I asked the teacher, I was angry at her being rude to me, and also that she has never been so kind to me so I did not have enough patience or thought to take it slowly. In hind sight, I should have phrased my request like this but in reality it did not happen :-(
Thank you for your comment. Yes, I totally agree with you. I think that the point what you made is really important. If you see everyone is stupid except you, you'll look bonehead. We should keep in mind that people will judge us by the way we judge other people. Furthermore, those words by which we evaluate others can have relative aspects. 'Friendly' could mean 'overly familiar' or 'stubborn' could mean 'confident'. We can not change individual personality but we can arrange our social environment to fit them in. I believe that seeking what 'I/we' can do always provide better ideas than thinking what 'you' can do.
In that sense, the tone and timing of speech or the body speech would be interesting to study.
I think you have the gift which makes us feel easy.
When I read your post, I felt the same way what you had gotten. I can easily imagine how rude she was to you. Honestly, if I were you, I would not have enough patience too. I know it is not so simple in reality. Although I use your case as an example, I'm not saying you should do so. This might help someone but would not help in your case. That is why I did not want to show the link until you gave any comment.
Now, I put the link to your entry in the text and this comment.
I apologize for that I took impolite manner about this.
I hope you feel better by now. Have a good day!
This entry is inspired by the Miss_Igirisu's entry; 今日は嫌でした [Lang-8]
http://lang-8.com/9149/journals/351227/
it's not "body speech", but "body language"..... silly me xD;;;
By the way, I have had teachers/professors that have a lot of knowledge, and seem like friendly, tolerant people.
Usually they teach something and the students/pupils are misbehaving and not listening.
Usually such teachers make "soft" threats like "I beg you, please be nice or I will have to end the lesson." or "Please, be nice or you will have to learn this lesson by yourself", etc....
They don't realized it's THEMSELVES they need to change. I mean, by the way they spoke (softly, without any authority), the way they let students misbehave, and only gave a few non-strong warnings, they practically gave the students the idea that they can pull-off anything, and will get away with it.
What such teachers should have done is to think what they need to change about themselves, change their approach, and not just switch from "a woos " to "a threatening 'evil' teacher".
But meh what can we do about that *__*
I don't know what exactly we can do, but I do know that what we know so far would be the first step. I have some friends in Japan and the US. They've teach in middle school or high school. Of course as you mentioned, such a old-style teachers still remain in any school, but my friends and their colleagues realize the problem. It has been shared and studied as a general problem and the outcome is getting more systematic. They keep trying to improve their teaching skill and also to construct the system which make them realize their problem by themselves using coaching, facilitation or counseling. This is not one day job, but I hope they will succeed it soon.