In-depth diachronic and synchronic analysis of five Japanese films revealed that with careful planning and film-clip selection, teachers can profitably use films in interactive video (IV) format to teach honorifics in the Japanese classroom. The framework for analysis included influence of Confucianism, Bourdieu's work on “language and symbolic power,” the Japanese concept of kejime, Bachnik's notion of variability, Lebra's concept of “bun” and what Hendry termed “linguistic wrapping” or “keigo.”
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