La importancia de la satisfacción del cliente

Semester 2, employing Wallace’s (2003) framework for textual analysis in order to ascertain whether this framework could work for actual teaching. The text is included in Appendix 10. The findings of the detailed analyses of the text are presented in Appendix 11. On the basis of the findings, I interpreted the text, as follows.

Interpretation of the text

The analyses of interpersonal meanings reveal the writer’s influence on the reader. The first part of the text promotes solidarity between the reader and the writer with the use of the first plural pronoun “we.” The use of modals also can soften the writer’s authoritative voice. However, his or her authoritative voice is heard throughout the text. The analysis of the Process shows that the writer knows Ando Momofuku’s mental experiences and narrates them from an omniscient point of view.

Also identified are the writer’s attitudes towards the topic of the text. The adverbs, adjectives and nouns imply his or her positive attitudes to the worldwide commercial success of instant noodles made in Japan. Instant noodles are described as globally successful products with expressions, such as “exported to over fifty countries and areas around the world,” “this world-famous fast food” and “the world’s first instant noodles.” The terms referring to instant noodles are also remarkable. In Part 2, “ramen” appears 5 times, and “noodles” appears 4 times. However, the explanation of the Japanese term is not provided in the text. It is expected that the readers of the text already understand the meaning of “ramen.”

In Part 2, there is no big difference in the frequency of using the two terms, “ramen” and “noodles.” In Part 3, however, “noodles” is not used; instead, “ramen” is used throughout the text. This word frequency indicates that Japanese instant noodles are recognized and consumed more in the 2000s than in the 1970s. It also implies that ramen are Japanese noodles, because the birthplace of the noodle is emphasized with the

frequent use of “ramen.” This emphasis is also identified in the very first sentence, in which “Japan” is represented as an inanimate agent. As Fairclough (2001: 103) points out, when agents are inanimate, which are generally animate, agency is obfuscated, and inanimate agents’ agentive status is reinforced. In the strict sense of the word, people working for Japanese companies helped to export 83 million packs of instant ramen in 2004. However, those who exported instant noodles are not the point to note in this part. To describe Japan as a nation is essential in this context; thus, it is placed in a reinforced agentive position. Solidarity as a nation is also identified in the use of the pronoun “we.” This “we” is inclusive and includes the reader and the writer. They are assumed to be Japanese, as Japan is the only country mentioned in the text.

In Part 3, relational processes are worth mentioning. In the relational clauses in the second paragraph, Carriers are instant noodles, their flavors and spices; the adjectives used as Attributes, such as “popular” and “important,” have positive connotations. The Carriers are also categorized according to locations, such as the US, China and Thailand. This means that instant noodles are evaluated and categorized, but that people who eat them in those countries are not described. Considering 40% of the clauses in Part 3 are passive, focus is not placed on the people eating or making instant noodles, but on the products.

In Part 3, there is a stark contrast between Japan and other countries in terms of the way in which these countries are described. Japan and Japanese instant noodles are described positively; on the other hand, other countries are merely treated as locations. It can be said that the success of a global enterprise marginalizes other nations in this text. In Part 4, “ramen” is not used. Instead, “noodles” and “Space Ram” are used. The frequent use of “ramen” in Part 3 emphasizes that ramen is originally from Japan. However, “Space Ram” is used as a more powerful term, in that “Ram” which comes from “ramen” is combined with space. Thus, this name is associated with Japan’s launch

into space. As described in Part 2, a Japanese company’s innovation with the assistance of JAXA is introduced. Also, the Japanese astronomer’s name is mentioned. The link between Japan and space is emphasized; it gives the impression that Japan found a new marketplace in space. The adverb, “even”, used in the following sentences: “Now, instant noodles can even be eaten in space” and “Instant noodles have become a famous fast food even in space, but just don’t eat them too often!” implies Japan’s surprising success. Lastly, the imperative in the latter sentence, though unnaturally placed at the end of the text, is the writer’s advice to the reader.

The text, which is primarily written for a Japanese reader, aims to raise pride in the Japanese culture, describing the spread of Japanese culture throughout the world and even into space.

6.2.2.2 Questions for critical reading

Drawing on the discussion in Section 6.2.2.1, I devised a number of questions for the text. However, after discussing them with members of the study group, I modified the questions in order to make them more explicit. The final versions of the questions given to students in Japanese appear in Appendix 12. The English translation of those questions and the aims of each question are as follows:

Part 1

Q 1: What tendency is there in the use of adjectives and relative clauses describing instant noodles? Why is there such a tendency?

Aim: By focusing on the expressions which describe instant noodles, students can understand that the text focused on the positive aspects of instant noodles. Part 2

Q 2: In this part, the word “ramen” is used. What does this word imply? Answer this question, considering the reader, the content of Part 2 or the whole text.

Aim: Students can notice that the word “ramen”, which is not used in Part 1, is used in Part 2 without explanations of the term, and that the target reader is Japanese. Students also notice that the birth place of the cup-style noodles is emphasized. Part 3

Q 3: Various countries and areas are mentioned in Part 3. Change the subjects of the sentences to the words meaning the people in the countries or areas. How is the text that you rewrote different from the original text?

Aim: Students can find out that the original text focuses on the products and development of the products. Students can also notice that the focus of the text shifts from the products to the cultural differences when the subjects change. Part 4

Q 4: Look at the sentence in Part 4: “Instant noodles have become a famous fast food even in space, but just don’t eat them too often!” The last clause “but just don’t eat them too often!” is irrelevant to the content of the whole text. How would you like to change this last sentence and why?

Aim: Students can consider whether the content is coherent and create a more appropriate conclusion.

6.2.2.3 Summary of the actual process of critical reading lessons and