Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-24T17:50:33.289Z Has data issue: false hasContentIssue false

5 - Haiku and Spoken Language: Corpus-Driven Analyses of Linguistic Features in English Language Haiku Writing

from Part I - Literature and Spoken Language

Published online by Cambridge University Press:  18 October 2019

Christian Jones
Affiliation:
University of Liverpool
Get access

Summary

This chapter reports on a poetic inquiry with English language learners in the Japanese English as a Foreign Language (EFL) university context. It focuses on the use of haiku – a Japanese poem containing seventeen syllables in a three-line 5–7–5 syllable pattern with the usage of a seasonal reference and a cutting word – and analyses features of spoken language in a corpus of English language haiku poetry written by Japanese second language (L2) learners. The chapter begins by reviewing previous studies of the use of haiku in L2 contexts. It then describes a quantitative, corpus-based study which involved the analysis of textual and linguistic features of English language haiku writing. The data, consisting of a total of 2,017 haiku poems written by 204 first-year engineering students at a Japanese public university, were submitted to statistical analyses. The results illustrate some specific features of English language haiku produced by Japanese L2 writers: haiku poetry is a short, descriptive text which presents each writer’s emotional reactions to his or her daily life, and it also includes such spoken language features as the twelve verbs most frequently used in spoken discourse (Biber and Conrad ), evaluative and emotive adjectives, contractions and vague language. This study suggests that the task of composing haiku in English can play an important role in L2 learning in terms of raising learners’ awareness of typical spoken forms in the target language.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Biber, D. and Conrad, S. 2010. ‘Corpus linguistics and grammar teaching’. Available at: longmanhomeusa.com/content/pl_biber_conrad_monograph5_lo.pdf (Accessed 1 June 2018).Google Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S. and Finegan, E. 1999. Longman Grammar of Spoken and Written English. Harlow: Longman.Google Scholar
Blasko, D. G. and Merski, D. W. 1998. ‘Haiku poetry and metaphorical thought: An invention to interdisciplinary study’, Creativity Research Journal 11(1): 3946.Google Scholar
Chamcharatsri, P. B. 2013. ‘Poetry writing to express love in Thai and in English: A second language (L2) writing perspective’, International Journal of Innovation in English Language Teaching 2(2): 142157.Google Scholar
Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.Google Scholar
Davies, M. 2008. The Corpus of Contemporary American English (COCA): 560 million words, 1990–Present. Available at: http://corpus.byu.edu/coca (Accessed 15 October 2018).Google Scholar
Hanauer, D. I. 2003. ‘Multicultural moments in poetry: The importance of the unique’, Canadian Modern Language Review 60(1): 2754.Google Scholar
Hanauer, D. I. 2010. Poetry as Research: Exploring Second Language Poetry Writing. Amsterdam: John Benjamins.Google Scholar
Hanauer, D. I. 2011. ‘The scientific study of poetic writing’, Scientific Study of Literature 1(1): 7987. doi:10.1075/ssol.1.1.08hanGoogle Scholar
Hanauer, D. I. 2012. ‘Meaningful literacy: Writing poetry in the language classroom’, Language Teaching 45(1): 105115. doi:10.1017/S0261444810000522Google Scholar
Hanauer, D. I. and Liao, F. 2016. ‘ESL students’ perceptions of creative and academic writing’, in Burke, M., Olivia, F. and Zyngier, S. (eds.), Scientific Approaches to Literature in Learning Environments. Amsterdam: John Benjamins, 213226.Google Scholar
Iida, A. 2008. ‘Poetry writing as expressive pedagogy in EFL contexts: Identifying possible assessment tools for haiku poetry in EFL freshman college writing’, Assessing Writing 13(3): 171179. doi:10.1016/j.asw.2008.10.001Google Scholar
Iida, A. 2010. ‘Developing voice by composing haiku: A social-expressivist framework for teaching haiku writing in EFL contexts’, English Teaching Forum 48(1): 2834Google Scholar
Iida, A. 2012. ‘The value of poetry writing: Cross-genre literacy development in a second language’, Scientific Study of Literature 2(1): 6082. doi:10.1075/ssol2.1.04iidCrossRefGoogle Scholar
Iida, A. 2016a. ‘Poetic identity in second language writing: Exploring an EFL learner’s study abroad experience’, Eurasian Journal of Applied Linguistics 2(1): 114.Google Scholar
Iida, A. 2016b. ‘Exploring earthquake experiences: A study of second language learners’ ability to express and communicate deeply traumatic events in poetic form’, System 57(1): 120133. doi:10.1076/j.system.2016.02.004Google Scholar
Iida, A. 2017a. ‘Expressing voice in a foreign language: Multiwriting haiku pedagogy in the EFL context’TEFLIN Journal 28(2): 260276. doi:10.15639/teflinjournal.v28i2/260–276CrossRefGoogle Scholar
Iida, A. 2017b. ‘Voicing in second language poetry writing: Implications to English as Liberal Arts Education in the Japanese University Context’, in The 6th JAILA Annual Conference Proceedings. Available at: http://jaila.org/activity/taikai20170218/proceedings20170218/jaila-proc-006-05-20170218.pdf (Accessed 8 May 2018).Google Scholar
Iida, A. 2018. ‘Living in darkness at the time of the Great East Japan Earthquake: A poetic-narrative autoethnography’, Qualitative Inquiry 24(4): 270280. doi:10.1177/1077800417745917Google Scholar
Laufer, B. and Nation, P. 1995. ‘Vocabulary size and use: Lexical richness in L2 written productions’, Applied Linguistics 16(3): 307322.Google Scholar
Higginson, W. J. 1985. The Haiku Handbook: How to Write, Share, and Teach Haiku. Tokyo: Kodansha International.Google Scholar
O’Keeffe, A., McCarthy, M. and Carter, R. 2007. From Corpus to Classroom. Cambridge: Cambridge University Press.Google Scholar
Pennebaker, J. W., Chang, C. K., Ireland, M., Gonzales, A. and Booth, R. 2015. The Development and Psychometric Properties of LIWC 2015. Austin, TX: IWLC.Google Scholar
Sky Hiltunen, S. M. 2005. ‘Country Haiku from Finland: Haiku meditation therapy for self-healing’, Journal of Poetry Therapy 18(2): 8595.Google Scholar
Stokely, S. 2000. Haiku and Beyond: A Study of Japanese Literature. El Alma de la Raza Series, Denver Public Schools. Available at: http://etls.dpsk12.org/documents/Alma/units/HaikuandBeyond.pdf (Accessed 10 June 2018).Google Scholar
Timmis, I. 2015. Corpus Linguistics for ELT: Research and Practice. London: Routledge.Google Scholar
Tweedie, S. and Kolitsky, M. A. 2002. ‘3-D haiku: A new way to teach a traditional form’, The English Journal 91(3): 8488.Google Scholar
Watt, R. J. C. 2009Concordance version 3.3 [computer software]. Dundee.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×