29 research outputs found
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床ãšåé¢ä¿ã®é察称æ§ãæžããã®ã«åœ¹ç«ã€å¯èœæ§ããããã瀺åããŠãããIn this paper, I describe the key aspects of my research on intercultural sensitivity, summarizing my own experiences and the key concepts that have underpinned the research, then discuss the general findings that emerged from it. The core purpose of the research has been to consider intercultural sensitivity and its impact on ethnocentric attitudes observed in the workplace among multicultural workers in Japan. The way in which diverse communicators employ different levels of intercultural sensitivity and how it impacts their attitudes among the interlocutors from different cultural and linguistic backgrounds has been explored. The findings suggest how such affective factors as intercultural sensitivity, empathy, open-mindedness, and nonjudgmental attitudes can help reduce the ethnocentric attitudes and power asymmetry among multicultural communicators in the workplace
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±éèªïŒãªã³ã¬ãã©ã³ã«ïŒãšããŠã®è±èªãã©ã®ããã«äœ¿çšã§ããããæ€èšãããIn this article, the issue of interactional dominance in intercultural communication addressed. Cultural dominance was manifested among communicators from different backgrounds through spoken interactions in meetings observed in a study on which this article is based. Through examining power relations in the study, it became clear that the language (e.g., English) used in meetings is one of the major factors contributing to power asymmetry in interaction. This kind of power asymmetry, based on linguistic and cultural dominance, can cause misunderstanding, frustrations and even mistrust among communicators from diverse backgrounds. To reduce the imbalance in power relations and develop better intercultural communication skills within a group, the author considers how English as a Lingua Franca can be used to address underlying beliefs and attitudes that can interfere with effective communication
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容ã®å¶åŸ¡ã®åºŠåããšïŒå¯Ÿè©±ãžã®è³ªçãã€éçãªè²¢ç®åºŠã«ãããŠããããç°ãªãã®ãåžžãªã®ã§ïŒçºè©±ã«ããçžäºäœçšã¯ïŒæ¬æ¥çã«äžå¹³çãªãã®ãšèŠãªãããããæ¬ç 究ã§å ±åãããåæçµæããïŒæ¿åã®è°è«ãšåããïŒç°ãªãæåçèæ¯ãæã€å¯Ÿè©±è
ãã¡ã®éã®äŒè°ã®å Žã«ãããçºè©±ã«ããçžäºäœçšãéããŠïŒçžäºäœçšã«ãããåªäœæ§ãå®éã«çŸããããšãæãããšãªã£ããThis paper aims to explore the notion of power relations and interactional dominance among scientists from different cultural backgrounds in department meetings. The concept of dominance is of a particular interest in this paper since this study seeks to explain how interactional dominance manifests itself linguistically in the meetings. According to Itakura, âspoken interaction is seen as being inherently asymmetrical since interlocutors are bound to differ in their control of the content, quality and quantity of their dialogical contributionsâ (2001, p.42). Similar to Itakuraâs discussion, the results of the analysis reported in this study revealed that interactional dominance was actually manifested among communicators from different backgrounds through spoken interactions in the meetings
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åºãç 究ç®æšã«è³ãããCommunicators from diverse backgrounds tend to have culture-specific assumptions, perceptions, expectations and practices, as well as varying levels of proficiency in the primary language of communication. Such factors may lead to an imbalance of power relations among intercultural communicators in the workplace. The research on which this paper is based on aims to explore the experiences of participants with respect to their perceptions and construction of their cultural identities and demonstration of their intercultural competence. The paper examines some aspects of how participants actually demonstrate intercultural communication competence by examining their use of communication strategies. It contributes to the wider research goals of exploring how affective factors such as intercultural sensitivity, empathy, open-mindedness, and nonjudgmental attitudes can help reduce the power asymmetry among multicultural communicators in the workplace
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èŠããããšæå±ãããPatterns of interactional dominance influence studentsâ access to educational opportunities through degrees of participation in classroom discourse. In this paper, two separate studies are used to explore the classroom experience of students in International Baccalaureate (IB) classrooms and university classrooms from an intercultural perspective. The first is a study examining the nature of classroom discourse through video recordings of 100 classroom episodes from Year 6 to Year 12 revealing a wide range of intricately interconnected and interdependent discourses existing within the classrooms for which the teacher was the major determinant. It was found that discourses competed in terms of both form and function, and also within the discourse itself, students competed for dominance. Within an IB classroom context, discourse is focused on the negotiation of meaning. In order to examine the nature of competing discourses, this paper examines the results of the first study in relation to the findings of a second study investigating different negotiating styles across cultures demonstrated by university students in Japan from different cultural backgrounds.
Using transcribed conversational data from three different negotiation sessions involving university students from different cultural backgrounds, the second study identified and found these were analyzed linguistic strategies such as silence, talk distribution, question asking and directness/indirectness were in relation to the reported perceptions of the participants. These findings suggest that different linguistic negotiation strategies are likely to be used and interpreted very differently within a culturally diverse classroom context. An examination of the IB classroom discourse in the first study using the intercultural perspective of the second study reveals that in order for a teacher to more closely align classroom discourse with IB philosophy, it may not be enough to introduce instructional strategies that support student-centered discourse; studentsâ intercultural interactional competencies also need to be developed
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šãç°ãªãããã«èªèãããŠããäºãæããã«ãªã£ããäž¡ç 究ã®çµæã¯ïŒçžäºäœçšèœåã®åäžãè«è©±ã®æ§è³ªã«åœ±é¿ãäžããå¯èœæ§ãããããšã瀺åããŠãããConflictual perceptions of interactional discourse impact the nature of group dynamics. Two recent studies examined the nature of discourses in two different workplace settings; a PreK-12 educational context and a research institute. Findings of both studies suggest that dominant discourses can be managed by promoting more balanced interactions within groups working together through the development of shared understandings of cultural perspectives. The first study (Study A) analyzed conflictual perceptions of power relations in the workplace based on in-depth interviews with participants from different cultural and linguistic backgrounds. Based on audio-recorded and transcribed interview data, perceptions of power relations among workers were examined and identified. An analysis of the interview data revealed that participants from different linguistic and cultural backgrounds perceived what constitutes power in interactions quite differently. The second study (Study B) analyzed conflictual perceptions of student-centred discourse in the classroom based on in-depth interviews with teachers from different organizational contexts. An analysis of the interview data revealed that teachers with experiences in schools with varying organizational cultures perceived student-centred discourse quite differently. Findings of both studies suggest that improved interactional competence could impact the nature of the discourse
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¥ããã³ãŒã¹ã«é¢ããä»åŸã®ç 究ã¯ïŒãã¹ãã®åŠ¥åœæ§ïŒãã¹ãææïŒæåž«ã®èªäž»æ§ãªã©ã®èŠå ã調æ»ããã®ã«åœ¹ç«ã€ã§ããããIn this article, we report on a project in which the TOEIC® Speaking and Writing test is incorporated into regular first-year English classes. The effects of these classes on studentsâ productive English abilities, particularly writing, are investigated, along with their motivation to learn English. The study builds upon previous research investigating a program (HiSPEC) integrating TOEIC® Speaking and Writing with small-group classes (Uenishi et al., 2017; 2018; 2019). Our primary aims were to determine whether it would be possible for teachers to successfully incorporate the TOEIC® S&W test into the syllabus with relatively large classes, and if students would be able to benefit to the same extent as those in small-group classes. Teachersâ feedback and studentsâ responses to a questionnaire survey were analyzed, along with the studentsâ TOEIC® S&W test results obtained at the beginning and end of the regular writing course.
Regarding student satisfaction, our findings for the regular-sized classes are less positive than those of the 2017 course with small-sized classes, with only about half of the students expressing satisfaction with the course. However, most students were satisfied with the class size. Looking at the test results, although we found no significant difference between the two sets of Speaking test scores, there was a significant difference between the results of the two Writing tests. These findings indicate that students, at all levels of ability and motivation, and regardless of class size, can make good progress with their writing skills over a short period of time. Also, it would seem to be easier to bring about substantial improvement in writing than in speaking, as measured by the TOEIC® S&W test, at least over the short term. Looking to the future, research into courses incorporating the TOEIC® Speaking and Writing test might usefully investigate factors such as test validity, the timing of tests, and teacher autonomy
Application of the âHiroshima University English Can-Do Listâ in the e-portfolio System Mahara
This report describes the application of the âHiroshima University English Can-Do Listâ through an open-source e-portfolio system called âMaharaâ. In 2016, the Institute for Foreign Language Research and Education at Hiroshima University developed the can-do list, which was based on a questionnaire made by the Institute for International Business Communication. It includes can-do statements not only in the so-called four English skills (reading, listening, speaking, and writing) but also in two additional areas (interaction and function). The developed can-do list was implemented in the e-portfolio system as an attempt to evaluate studentsâ English proficiencies and to set their learning goals. In this system, each student inputs his/her current TOEIC score, and then selects can-do statements which s/he would like to achieve. The system then shows a target TOEIC score which s/he should get in order to achieve the learning goal, and suggests learning contents for it. This paper reports on the first trial of the system administered to undergraduate students at Hiroshima University, and shows their reactions. Future directions for utilization of the can-do list and the Mahara system are also discussed
The Development of a Hiroshima University English Can-Do List
The present paper reports the background of and the procedure for the development of a Hiroshima University English Can-Do List. Students at Hiroshima University take English courses as a part of their liberal arts education requirement, but the total amount of this course-based learning is not sufficient to achieve high-level English proficiency. Therefore, the Institute for Foreign Language Research and Education (FLaRE) at Hiroshima University has so far prepared English learning environments for studentsâ self-learning, such as online e-learning courses and extensive reading resources. However, given the fact that it is difficult for students to keep learning by themselves, some system of assistance that motivates them to keep learning is important. The Hiroshima University English Can-Do List was developed as a part of this system.
The participants of the present project were about 1,000 first-year students at Hiroshima University who are required to take eight credits for English in liberal arts education. A can-do list questionnaire, which was developed by the Institute for International Business Communication (IIBC), was used in this study. The questionnaire asks the participants to rate various can-do statements on a five-point Likert scale (1: cannot do at all to 5: can do without any difficulty).
Based on the results of the TOEIC®IP test and the questionnaire, the Hiroshima University English Can-Do List was developed. The participants were first divided into seven proficiency levels based on the TOEIC IP test score. Then, appropriate proficiency levels were decided for âcan-doâ and âcan-do with difficultyâ statements. This paper showed the first draft of the Hiroshima University English Can-Do List.
There are still some tasks remaining: First, the can-do list reported here should be revised with more data from high proficiency students; second, some better can-do statements could be added or inappropriate ones could be deleted in the future. Future refinement of the list is expected