On the Teaching of Japanese Epistemic and Evidential Markers: Theoretical Considerations and Practical Applications

Abstract

This chapter discusses how the theoretical study of modality in combination with ideas on noticing and awareness raising can guide us when developing teaching methods for Japanese epistemic and evidential expressions. It is argued that, due to the involved nature of modal expressions, the focus of teaching should be on structural properties rather than on meaning and usage. The awareness of modals can be raised by systematically introducing the set of epistemic and evidential markers and by presenting their morphological and syntactic properties. The increased level of awareness in turn facilitates learning outside of the grammar class, as students start noticing modals in a variety of different usages. It is also suggested that the teaching of modals can be linked to research on adverb-modal collocations (modal concord). Examples and exercises used at Lund University when teaching 1st year undergraduate students are presented. The chapter also touches upon how the ideas presented reflect the author’s view of language description.