WILLIAMSON Josef   Faculty of Business Administration Department of Business Management   Associate Professor

■ Title   A pragmatic explanation for Japanese-English turn-taking contrasts and the need for pedagogical intervention: A response to Davey Young's TLT article

■ Outline   In TLT Volume 42 (3), Davey Young presents contrasting models of turn-taking in Japanese and English and argues that this cross-cultural difference is primarily due to linguistic differences across English and Japanese. While rightly noting that proficiency in turn-taking is crucial for overall interactional competence and should be a focus of pedagogical intervention, Young's rationale for the difference in his models neglects the important factor of pragmatics, particularly the notion of politeness. In this response to Young's original article, Japanese-English differences in turn-taking behaviours are considered from a pragmatic viewpoint and analysed as part of a larger discursive leadership framework (Fairhurst, 2007). The implications for teaching turn-taking are also discussed.   Single   The Language Teacher   The Japan Association of Language Teachers (JALT)   42(3),pp.14   2019/01

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