In the Expanding Circle (i.e. countries where English is traditionally learned as a “foreign language”), the concept lingua franca cannot be limited to English. Conducted in a Japanese university, this study reports on the perceptions of verbal behaviours by students in multicultural courses where international and Japanese students studied together. These behaviours were analysed and the findings from English medium instruction courses and those of Japanese-medium instruction (JMI) courses were compared. Then, further analysis centred on JMI courses to explore the roles of Japanese L1 speakers in the co-construction of Japanese as a lingua franca with a focus on cognitive and psychological, rather than linguistic, perspectives. Rapport building, accommodation strategies, often initiated by L1 Japanese speakers, and the spontaneous interactions of second language (L2) speakers in discussions, are assumed to have been the keys to more inclusive interactions in JMI courses. The findings emphasize the importance of students’ attitudes and imply that intercultural education in the context, including both L1 speakers and L2 speakers, will have potential to foster effective lingua franca users.

中文翻译：

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调查第一语言 (L1) 使用者在多元文化课堂中的通用语交流中的作用：以日语作为通用语 (JLF) 的案例研究

在扩展圈（即传统上将英语作为“外语”学习的国家），通用语的概念不能仅限于英语。在日本的一所大学进行的这项研究报告了国际学生和日本学生一起学习的多元文化课程中学生对语言行为的看法。对这些行为进行了分析，并对英语教学课程和日语教学（JMI）课程的结果进行了比较。然后，进一步分析以 JMI 课程为中心，探讨日语 L1 使用者在共同构建日语作为通用语中的作用，重点关注认知和心理而非语言观点。建立融洽关系，住宿策略，通常由 L1 日语使用者发起，以及第二语言 (L2) 演讲者在讨论中的自发互动，被认为是 JMI 课程中更具包容性互动的关键。研究结果强调了学生态度的重要性，并暗示跨文化教育，包括母语使用者和二语使用者，将有可能培养有效的通用语使用者。