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32
УДК 81.00 ББК 81.00
Е.Л. Яковлева
факторы выбора английских имен азиатскими студентами
В статье представлен анализ распространенного феномена использования английских, а также других иностранных имен во многих азиатских странах, в частности, студентами факультетов иностранных языков. Дается обзор основных мотивирующих факторов выбора иностранного имени, включая такие причины, как сходство с произношением подлинного имени, наречение в честь кого-нибудь, значение имени. Изучена частота факторов выбора. Подчеркивается роль преподавателя в выборе подходящего иностранного имени для студента.
Ключевые слова: декларативный и вокативный речевой акт; негативная и позитивная вежливость; звукоподражание; сходство
E.L. Yakovleva
choice factors of English names for asian students
Self-reference by English names is very common among Asian students. This study analyses the reasons for the students ’ choice of their English names, such as being named after someone, meaning of the name, or onomatopoeic resemblance with their authentic name. The process of choosing an English name is a challenge to some Asian students, and the teacher’s assistance is of use here. Therefore, it is important to ask the students about the story of their English name to trace their choice’s motivation and, if needed, to help them with a choice of a more appropriate foreign name.
Key words: declarative and vocative speech act; negative vs. positive politeness; onomatopoeic resemblance
In my first English class in Taiwan or in China, I often have started with the question «What’s your English name?» and asked the students to prepare name tags in order to facilitate and also to personalise the communication between the teacher and students. In contrast to Asian countries, the students from other Western countries such as Germany, Russia, and the Czech Republic - except the English-speaking countries - do not have any special English name in their English class, although their names are (partially) different from the English names. It is probably not very hard to pronounce the Western names for the English native speakers because the names with a Greek or Latin root manifest recognizable variations in writing or pronunciation across the spectrum of the major European languages (e. g. germ. Monika vs. engl. Monica, germ. Daniel [daniel] vs. engl. [dæniel] vs. span. [daniél] vs. rus. [danil]). Thus, the English teachers accept and learn the original names of the Western students (e. g. rus./fem. Natasha , cz./fem. Lenka, germ./male Markus).
This situation is very different in Asian countries where almost every student, especially an English-major student, has an English name commonly used in the English class by foreign and only sometimes - by local teachers. This phenomenon can be explained by the difficulty Westerners have in pronouncing Asian names. Furthermore, the use of an English name is often legalised in some Asian countries (e. g. Taiwan) where the English name is often written even in the passport under «known as (Andy)». So, the question «What’s your English name?» is normal for Asian students, even for kindergartners, but it is unusual for the Western students from non-English speaking countries [Louie, 1998].
Besides the first and probably main reason for the use of English names for Asian students, i. e. the simplification of pronunciation and easy memorisation of the student’s name, there are also other not least important reasons which will be discussed later.
The main reasons mentioned above are dictated by collaborative approach between students and teacher mentioned in the study of Edwards [Edwards, 2006, p. 95]. It is worth noting that this approach works only in one direction, namely teacher towards students, but not students towards teacher. As a result, most Asian students do not address the English foreign teacher by her / his first name, even if the teacher offered her/his English first name. By this they express the negative politeness, i. e. showing respect, towards teacher and keeping a distance between teacher and students. This is in contrast with positive politeness, i. e. showing solidarity, which often occurs between American students and their teachers whereas everyone is reciprocally called by first name. To avoid intimacy and being unable to switch to the positive politeness due to cultural traditions, the Chinese students use the same impersonalised address to the foreign teacher as they do to the Chinese teacher - namely ‘laoshi’ or its English equivalent ‘Teacher’. Asian students studying abroad mostly use the academic title with the last name of the teacher (e. g. Prof. Smith).
Through the use of the English names, their pronunciation and writing, the Asian students get used to the Western names. This factor is highly important for the smooth communication between foreigners, especially in telephone conversations, where listening ability is often impeded for the non-native speakers and writing down a correct Anglicised name in a short time could cause a problem. At the same time, the use
of Anglo-Saxon names in the English classroom implies a kind of integration into the culture, which is also relevant in the foreign language acquisition or foreign language learning and is a part of bilingual education in Asia with emphasis on communicative approach starting from the kindergarten age [Edwards, 2006, p. 94].
Purpose
The aim of the study is to analyse the choice of the English names by Taiwanese students, i. e. their motivation (or its lack) in determining the choice of their English names. For this purpose, a questionnaire survey has been conducted, as well as brief informal interviews with Taiwan college students to figure out the reason for choosing a certain English name. The results will be presented and evaluated in the study quantitatively. Also, some suggestions, which should be considered in choice of English name, will be given for both teachers and students.
Empirical Analysis
For the purpose mentioned above, the questionnaire was conducted among 93 college English major students in Southern Taiwan. While answering the question « Why do you have this English name?», some of the students identified more than one reason for their choice of English name. The students could answer either in English or in Chinese, but most answers were in English. The qualitative (i. e. reasons) and quantitative (number of students) results of the questionnaire are summarised in the table below.
Table 1
Rank Reason/Answer Number of
answers students
1 Given by someone or found from somewhere 24 19
2 Named after someone (something) 20 17
3 Meaningful name 19 12
4 Easy to read / to pronounce / to remember 15 12
5 Preserved Chinese pronunciation 14 11
6 Source of the name 8 8
7 Uncertain reason 5 5
8 Nickname 4 4
9 No English name 5 5
Total: 114 93
The detailed analysis of the results will be undertaken below. As could be seen from category 1, the English name of some Taiwanese students was not chosen by themselves but by another person,
such as by the teacher (16 students), by family members like (grand-) parents, by a friend, or even by the priest (e. g. Patty, Millie).
The students of the second category were named after someone or even something, i. e. they were named after a teacher (e. g. the English teacher), friend, singer (e. g. Tina Turner), sportsman (especially basketball players such as Kobe Bryant, Arenas), novel or movie star (even the Russian name Yuri used in one American movie was chosen by one student). These reference persons seem to be idols for the students. Four students named themselves after a famous brand like Tiffany (diamond necklace, watch), Tommy (clothes), Ivy (kindergarten’s name), or Amber (because of the good smell of the candle’s brand).
The choice of the students’ English name in the third category was motivated by the meaning or even by the sound of the name. It means the students, all females, know the meaning of their names - like Mandy for ‘lovely woman’, Chrys-tal for a ‘transparent gemstone’, Ivy for ‘flourishing vitality’,Mio means in French ‘my’, ‘unique’, Janice stands for the damsel that God blessed and cherished, Linda for ‘beautiful’ in Spanish, and Tiffany for ‘the apple of one’s eye’ or in Chinese ‘a pearl in the palm’. These examples show than the choice of the same name (e. g. Tiffany, Ivy) by different students is determined by different reasons, respectively, such as being named after someone without knowing the original meaning of the name, or vice versa, know the meaning of the name without referring to a certain person. One student chose the name Aurora because it sounds good. However, it is unclear whether she knows its meaning ‘dawn’.
Reasonable answers were also given by students of the fourth category as their names were chosen because they are easy to pronounce (e. g. Ted, Vicky) and / or to read (e. g. Jim, Andy) due to their shortness, and consequently are easy to remember. However, some answers show a subjective view of the student, i. e. the name is not as easy as the student considers it, e. g. Jewel and Ursula are not that short, and the later one is more common in Germany. Herewith, it should not be dismissed out of hand that some students often do not know or do not make a difference between an English name and other foreign names which are common in other Anglo-Saxon cultures like Germany (e. g. Markus, Ursula). It means the teacher
needs to make them aware that not every Western name is automatically an English name as it can have a Germanic, Saxon, or other origin.
It is worthy to mention that the English textbooks commonly used in Taiwan are full of different foreign names (first and last names) which refer to a certain nation. It might be interesting to explain to the students which names are common in which country. It is helpful to make the students aware that the same name can be pronounced and stressed differently in various languages (e.g. Daniel engl. ['denial], germ. ['da:nial], span. [daniel], rus. Данил [da'ni:l]), or that the same pronunciation can have different spellings in one or various languages (e. g. Chrystal vs. Christal) that can even mean the difference between the male (Carry) and female (Kerry) name. It is important to mention that some students do not even make a difference between a male or female name and just pick up a name without any regard to the sex which leads to confusing and inappropriate name’s use. For example, a male student uses the female name Judy just because it sounds similar to his Chinese name. It is a teacher’s responsibility to clarify such difference and make the student aware of it. If he / she still persists to use the name intended for the opposite sex, then it is fully her / his partially arbitrary choice as the origin of signifiers (i. e. form) of all names was actually (fully or partially) arbitrary.
The fifth category is of special interest because the students modified their Chinese names into English names (e. g. Jim, Lulu, Lily, Hunter from Han) or chose English words which have an onomatopoeic resemblance, i. e. sound similar in English language (e. g. Way) because they want to keep the similarity between their Chinese and English names and ipso facto preserve their original identity and culture while at the same time fitting into the target culture [Edwards, 2006, p. 100; Norton, 2000].
The students of group 6 did not mention the reason for their English name choice, but only named its source without specifying. As we can assume, the mass media should be here one of the important sources, including TV, internet, magazines, and others. The interesting fact is that three students used a dictionary when choosing their names. Their choice was supposedly dictated by the meaning of the name mentioned in category
3. However, one of these students chose his English name just randomly opening any page (Er-
ic). The use of the dictionary in the choice of a suitable name might be very helpful in terms of the informative aspect, meaning it can primarily help choose an appropriate, meaningful name and avoid the inappropriate use of fe-/male names. For example, from the name dictionary, the student could know that Rex is associated with an old man, and Rainbow usually indicates a liberal personality [Stewart, 1979]. Two students of this category found their names in the Bible1 (Rachel, Janice), which presumably also indicates the criterion as name’s meaning for the name’s choice (see category 3).
In category 7, the choice of the English name could not be explained as the students just gave general answers, such as ‘I just like this name’, ‘It matches me’, ‘Everybody needs to have an English name’, where the later shows explicitly the desire for integration of the student studying English into the target culture.
The students of category 8 are probably not aware that they use a nickname rather than an English name. It is common that Taiwanese students do not make a difference between the English name and nickname while the later is often acquired from high school. The teacher needs to make the students aware of use of nicknames usually adopted from cartoons, different stories, fruits, and others (e. g. Apple, Orange, Banana, Fish, Rabit - whereas the latter is popular among young kids due to its ‘cuteness’) [Anthony, 2002, Nov 17 and Dec 14; Gibson, 2007; Weekend Edition Saturday May, 24, 2008]. The students use the nickname because they like its meaning which corresponds with their appearance or personality (e. g. Winnie from ‘Winnie Pooh’, Queenie for ‘queen’ with the diminutive iconic suffix -ie [i:] for smallness, what is considered as sound symbolism, Kobuta stands for ‘pig’ in Japanese) or it is a translation of their Chinese names (e. g. Moon). According to Rachel Edwards, such somewhat outlandish nicknames as personal English first names indicate the students’ compliance to adopt an Anglicised name and partially adopt to a foreign culture rather than their ignorance or resistance [Edwards, 2006, p. 100].
The last category is highly interesting, especially for the English teachers, as some students, for different reasons, do not have any English name. For example, the student could not find an appropriate English name for him /
her, or she / he expected that the English teacher will help choose an appropriate English name. It is different, when the student means that it is not necessary to have an English name because she / he does not want, or because everybody knows her / his Chinese name. As we can see, the teacher’s request in cram school, high school, or even at the university to the students in the English classroom «you must have an English name!» is erroneous and unacceptable since it requires an individual approach in this aspect. The teacher needs to make sure whether a student needs her/his help choosing an English name before offering him / her one [Erwards, 2006, p. 94]. The teacher can, but not should, assist in the naming, which belongs to the declarative speech act in the theory of the pragmatics.
After the qualitative analysis above, we would like to emphasise that the Taiwanese students (or Asian students in general) have two denotations,
i. e. identities with Chinese and English names [Liao, 2003]. However, they are called most of the time with their original Chinese name by their local teachers and family members, and only with their English names mostly by their foreign teachers or foreign friends. Our survey revealed that the most students consider their English names as symbols, just a sign to call them in a convenient way for the foreigners. They do not refer their English name to their personal identification. On the contrary, their Chinese name is linked with personal identification. Such different attitudes of the student towards her / his two identities could even be observed among kindergarten children. In the English class taught by a foreign teacher, some children hardly took seriously the teacher’s appeal to good behavior or close attention by calling their English names. However, the child became more disciplined when the English foreign teacher called her / his Chinese name, including first name and surname, probably because the learner associated the Chinese name with the local teacher who often called her / him with this name and she / he got more used to the Chinese full name instead of informal Anglicised first name.
During the academic year, especially at the beginning, some students have changed their English name several times because they do not like their old name, or found a special, more appropriate name for them, which, however, can also be a non-English name (e. g. Korean name
Kim, German name Ursula). In sum, the students change their English names for different reasons; it happens mostly in search of a unique name and signifies their meticulous and deliberate choice [Anthony, 2002, Dec 14]. Such shift and personality growth leading to English (even Chinese) name’s change could also be observed among Chinese students in the study of Edwards whereas the Westerners hardly change their names due to its close connection with their identity [Edwards, 2006, p. 92]. Keeping their previous name and using a new name, a few students have sometimes two English names what might be challenging and confusing for the teacher and others to address the person. The use of two alternative Anglicised names also indicates the loose connectedness of the student to his / her identity expressed in a foreign language.
Some researchers, such as Wang Xuejun, author of the popular volume Choose English Names, said that Chinese prefer to have a name with meaning instead of phonetic choice made by foreigners in terms of their Chinese names [Anthony, 2002, Nov 17]. This statement is relevant to some of my Taiwanese students who, being aware of an odd denotation in their names or nicknames, still have insisted on calling them with those names (e. g. Durian as stinky fruit). It helps them personalise themselves and probably implicitly emphasise their personality traits.
To present the situation of the use of English names in Taiwan from different perspectives, seven Taiwanese teachers of the same college as the students have been surveyed on several questions regarding the English names of their students (see Appendix I). The results revealed that only some teachers assist their students in the choice of English name (Q1). Such answer may result from the Q3 whereas the students seldom ask for teacher’s help to give them an English name. According to the Q2, only three of the teachers look up the name dictionary for the precise meaning of the name. Only some teachers ask the students for their English name (Q4). Therefore they know the English name only of few students (Q5) because the local teachers seldom use it (Q6). The English name as reference for identity is used only if the local teacher needs to discuss the student’s issue with the foreign teacher. Only one local teacher uses sometimes the English names of the students in order to reduce the distance between the teacher
and the students that supports the idea of the collaborative approach and negative politeness discussed above. In general, most teachers think that having English name is important for non-English major students (Q7), and especially for the English-major students (Q8), in order to get accustomed to the foreign names and the target culture. However, one teacher mentioned that the non-English major students may not identify themselves with the English name and even can feel nervous and stressed by using it because of their poor English ability. Hence, the use of English names strongly depends on different situational factors.
In summary, the question «What S your English name?» could be extended to the question «What is the story of your English name?», which could be a suitable topic in the first introduction week of English class. Also the question «Why don’t you have any English name?» could shed light upon the situation and encourage some students to seek a suitable English name for them in order to facilitate the vocative speech act (i. e. addressing by name) in the interaction with some foreigners. The role of the English teacher in assisting the students to choose appropriate English names in terms of meaning, sex’s appropriateness, matching, uniqueness, or other factors cannot be ignored.
Appendix I
1. Do you help your students to choose an English name? YES or NO. If YES, what is your motivation (e.g. meaning, suitability, celebrity’s names, sound)?
2. Do you use the name dictionary to check the meaning and subsequently choose the English name? YES or NO.
3. Do some students ask you to give them any English name? YES or NO.
4. Do you ask the students for their English names? YES or NO. If YES, in which situations (e.g. in the beginning g of the semester, etc.)?
5. Do you know the English names of your students?
NONE FEW SOME MOST ALL
6. Do you use sometimes the English names of the students? If YES, in which situations?
7. Do you think it is necessary to have English name for the non-English major Taiwanese students? YES or NO? Why?
8. Do you think it is necessary to have English name for the English-major Taiwanese students?
YES or NO? Why?
Essential notes
1. «Due to the scarcity of Norman given names, especially for women, it became popular to use biblical names» [Louie, 2007, p. 23].
Библиографический список:
1. Abramson, L. Chinese students pick fantasy English names [Electronic resource] / L. Abramson // Weekend Edition Saturday (NPR). - 2008. - May 24. - URL : http://www.npr.org/templates/story/ story.php?storyId=90801420 (дата обращения : 20.05.2012).
2. Anthony, T. Chinese go for right flavour in names [Text] / T. Anthony // Mercury, The (Hobart). - 2002.
- Dec 14. - P. 32.
3. Anthony, T. Chinese play a global name game [Electronic resource] / T. Anthony // Los Angeles Times.
- 2002. - №17. - URL : http://articles.latimes.com/ 2002/nov/17/news/adfg-worldnames17 (дата обращения : 20.05.2012).
4. Edwards, R. What’s in a name? Chinese learners and the practice of adopting ‘English’ names [Text] / R. Edwards // Language, Culture and Curriculum. - 2006. -Vol. 19, issue 1. - P. 90-103.
5. Gibson, M. Top twenty bizarre English names in Taiwan [Text] / M. Gibson //XpatMagazine online. [Elec-
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7. Louie, E.W. Chinese American names : tradition and transition [Text] / E.W. Louie. - Jefferson, NC : McFarland, 1998. - 240 р.
8. Louie, E.W. Similarities in given names of Chinese and Anglo-Saxon Origins. [Text] / E.W. Louie // Chinese America : History & Perspectives, Annual. - 2007. -P. 21-24.
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