Relevant bibliographies by topics / Communicative competence Japan

Academic literature on the topic 'Communicative competence Japan'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Communicative competence Japan.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Communicative competence Japan"

1

Ikeda, Keiko. "Audience participation in politics: Communicative competence for political communication in contemporary Japan." Language & Communication 33, no. 4 (October 2013): 351–65. http://dx.doi.org/10.1016/j.langcom.2013.04.003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Izumi, Emiko. "Furthering elementary English education in Japan." Open Access Government 37, no. 1 (January 6, 2023): 274–75. http://dx.doi.org/10.56367/oag-037-10633.

Full text
Abstract:
Furthering elementary English education in Japan In 2020, foreign languages were introduced as a subject in the upper grades of elementary school in Japan. The main objective is to develop communicative competence in English education in Japan. It has consequently raised the urgent question of how it should be assessed.
APA, Harvard, Vancouver, ISO, and other styles
3

Marriott, Helen, and Sanae Enomoto. "Secondary exchanges with Japan." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 64–82. http://dx.doi.org/10.1075/aralss.12.05mar.

Full text
Abstract:
Abstract This paper outlines the principal features which characterise secondary level student exchange programs with Japan, especially those relating to the home and school settings. Some of the main outcomes and gains from student exchanges, specifically, socio-psychological gains, cultural enrichment and gains in communicative competence are briefly described. The data are drawn from various sources, but principally from oral interviews in Japanese with a sample of 19 former exchange students, background interviews in English with some of these students, and a large national survey completed by 566 returned exchange students. All the evidence suggests that outstanding gains are derived from an exchange experience. With regard to communication, the exchange students make rapid progress with listening and speaking Japanese, even if some linguistic or sociolinguistic features are not acquired or are not acquired properly. As in-country experience for secondary or tertiary students constitutes a vital part of a LOTE program, more in-depth research in this area is recommended.
APA, Harvard, Vancouver, ISO, and other styles
4

Michaud, Matthew, and Todd Hooper. "Cultivating student understanding of context through drama and scriptwriting." Scenario: A Journal of Performative Teaching, Learning, Research X, no. 2 (July 1, 2016): 22–36. http://dx.doi.org/10.33178/scenario.10.2.3.

Full text
Abstract:
This paper presents an English as a foreign language (EFL) drama in language acquisition scriptwriting project that took place at a four-year private university located in Japan. The focus of this project was two-fold: firstly, to see if students’ cognition of situational context improved after completing scriptwriting exercises, and secondly to see if role-playing the scripts increased awareness in the identification of setting, roles of speakers, and purpose while increasing language aptitude. Furthermore, this study addresses the insufficient communicative competence abilities of Japanese students who have had years of structured English study. Their lack of communicative abilities may be attributed to the method of English instruction used in Japan such as focusing on grammar and vocabulary in isolated example sentences. This lack of context in second language (L2) instruction may leave students with limited communicative competence (Brown, Collins & Duguid 1989; South, Gabbitas & Merrill 2008). If students improve their understanding of the context of language use, they may become better equipped to use the language they know. One approach that may help students improve this understanding of context is scriptwriting and drama (Belliveau & Kim 2013; Davies 1990). The results of this study indicate that participating in scriptwriting activities may improve students’ ability to identify the context of conversations.
APA, Harvard, Vancouver, ISO, and other styles
5

Delgado Algarra, Emilio José, César Bernal Bravo, and Makiko Ishida. "Citizenship and plurilingual social actors in Spain and Japan: methodological aspects and introduction to exploratory analysis regarding the plurilingual competition category." IJERI: International Journal of Educational Research and Innovation, no. 12 (June 13, 2019): 50–62. http://dx.doi.org/10.46661/ijeri.4166.

Full text
Abstract:
Plurilingual and pluricultural competence refers to the ability to use languages for communicative purposes and to participate in an intercultural relationship in which a person, as a social agent, dominates -with different degrees- several languages and has experience of various cultures. From the theoretical framework and the review around the problem, a categories system is elaborated in three blocks: types of citizenship, plurilingual competence and pluricultural competence. This system is useful for the configuration of the questionnaire CYASPS® “citizenship and plurilingual social actor in Higher Education” and for the systematization of data analysis with the support of the statistical analysis program SPSS.
APA, Harvard, Vancouver, ISO, and other styles
6

Stepanova, Zinaida, and Galina Parnikova. "Modern approaches to teaching Japanese at a language university." SHS Web of Conferences 134 (2022): 00101. http://dx.doi.org/10.1051/shsconf/202213400101.

Full text
Abstract:
Modern approaches to teaching Japanese at a language university are analyzed in the article. It has been revealed that a significant place is given to the formation of foreign language communicative competence within the framework of the issues of teaching the Japanese language. The JF Standard for teaching and assessment of Japanese language progress was developed by the Japan Foundation. It is based on the CEFR principles. It has been proved that it is required to have an idea of the Japanese lifestyle in order to implement efficient communication in the oriental language, traditions, and customs. Therefore, compulsory regional knowledge is an integral part of the foreign language training of students.
APA, Harvard, Vancouver, ISO, and other styles
7

Wang, Jing Fang. "Based on the Students' Application Ability of Japanese Teaching System Building." Advanced Materials Research 1044-1045 (October 2014): 1584–87. http://dx.doi.org/10.4028/www.scientific.net/amr.1044-1045.1584.

Full text
Abstract:
Vocational middle school of Japanese teaching, attaches great importance to the fundamental and practical. In terms of quality objectives, the vocational school students in Japan major should have to adapt to the employment needs of the Japanese language skills and language communicative competence. According to the talents training goal of the school localization, this paper expounds the concept of Japanese students application ability, put forward in order to enhance students' ability to apply teaching methods should be taken.
APA, Harvard, Vancouver, ISO, and other styles
8

OHE, Hye-Gyeong. "Foreign Language Classroom Design to foster Intercultural Communicative Competence : International Online Collaboration between Korea and Japan." Japanese Cultural Studies 73 (January 31, 2020): 261–81. http://dx.doi.org/10.18075/jcs..73.202001.261.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Al Khateeb, Ahmed, and Mohamed Hassan. "Telecollaboration and Intercultural Communicative Competence: Revealing Students’ Experiential Insights in Saudi Arabia and the U.S." World Journal of English Language 12, no. 8 (September 26, 2022): 20. http://dx.doi.org/10.5430/wjel.v12n8p20.

Full text
Abstract:
As several intercultural communicative competence studies integrated telecollaboration, this practice has become popular in academia and other relevant disciplines such as bridging cultural differences. Nevertheless, most of such research has been conducted in South Asian countries such as China, Japan and Taiwan, as well as in North America and Europe, with the focus mainly on European languages, specifically English. The driving force of this research was because there has been a rapid increase in the number of learners of English and Arabic as foreign languages, who have rarely interacted together, either because of an existing limited understanding or narrow cultural awareness of each other’s cultures and perhaps languages. Accordingly, the researcher presented a comparative analyses of language learners' insights prior to and after their engagement in a telecollaborative experience. The research indicated that, in the past, there have been limited studies conducting similar investigations of those two settings, due to the tremendous differences in both the languages and cultures. The findings have shown the necessity of participants to understand each other’s needs and interests to result in successful telecollaboration during ICC process.
APA, Harvard, Vancouver, ISO, and other styles
10

Komiya Samimy, Keiko, and Chiho Kobayashi. "Perspectives: Toward the Development of Intercultural Communicative Competence: Theoretical and Pedagogical Implications for Japanese English Teachers." JALT Journal 26, no. 2 (November 1, 2004): 245. http://dx.doi.org/10.37546/jaltjj26.2-7.

Full text
Abstract:
Although CLT (Communicative Language Teaching) was introduced into Japanese English education in the mid-1980s under the initiative of the Monbukagakusho (the National Ministry of Education, Science, and Culture of Japan), the implementation of CLT has been challenging for Japanese English teachers. This article explores possible sources for the difficulties that CLT has caused in Japan. It examines factors such as Japanese sociocultural, political, and educational contexts that have significant influence on curricular innovation. This article further argues that the underlying assumptions of CLT that are based on the native-speaker competence model are not compatible with the contexts of Japanese English education because these assumptions include native-speaker competence as a primary goal of second language acquisition. Recognizing the current status of English as an international language, the authors propose an alternative model based on the notion of intercultural communicative competence (Alptekin, 2002) and discuss how the model of intercultural communicative competence can be applied to Japanese English education. １９８０年代半ばから、文部科学省の指導の下で日本の英語教育にコミュニカティブ・アプローチが導入されているが、コミニュカティブ・アプローチの実践は日本の英語教師にとって依然として困難な試みである。本論はコミュニカティブ・アプローチが日本にもたらしている問題の要因を探るために、カリキュラムの改変に影響を及ぼす日本の社会文化的、政治的、教育的状況を検討する。さらに、母国語話者のコミュニケーション能力を前提とするコミュニカティブ・アプローチは、ネイティブのコミュニケーション能力を第二外国語習得の主な目標とする点で日本の英語教育に適さないと論じる。最後に、現在英語が果たしている国際語としての役割を認識した上で、異文化コニュニケーション能力の概念に基づくモデルを新たに提案し、このモデルがどのように日本の英語教育に応用できるのかを検討する。
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Communicative competence Japan"

1

Koike, Yuko. "Communicative competence through music in EFL for Japanese middle school students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/2564.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kitamura, Wakana. "Social cognition-based content instruction for communicative competence in Japanese middle school English." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/43.

Full text
Abstract:
This project demonstrates how English teachers in Japan can conduct purposeful and meaningful lessons for middle school low-intermediate students. The teaching approach used for this project is based on Content-Based Instruction (CBI).
APA, Harvard, Vancouver, ISO, and other styles
3

Fraser, Susan Margaret. "‘Different courses, different outcomes?’ : a comparative study of communicative competence in English language learners following ‘academic’ and ‘international understanding’ courses at high schools in Japan." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/294/.

Full text
Abstract:
In Japan, where the traditional focus of English teaching has been on knowledge of a foreign language as a system, increasing emphasis is now being placed on the ability to communicate internationally. Achieving competence in a foreign language may be the result of many factors including teaching methodology, instructional materials and personal motivation. This thesis examines how much communicative ability depends on classroom input, and how important other factors are in achieving success in written and spoken English. Two different English courses currently offered in Japanese high schools – ‘International Understanding’ and general/academic – are examined, and their effect on communicative competence, language knowledge, motivation and attitudes to teaching and learning English are analysed. Two groups of learners were traced throughout their 1st-year at senior high school, and their learning experiences are situated within the educational, and specifically English language learning, context of Japan, where the influence of societal pressures and public examinations conflicts with the need to learn English as a means of global communication. After locating the research within the literature on communicative language teaching (CLT) and EFL policy and practice in Japan, a working definition of communicative competence is proposed against which to evaluate the communicative ability of the learners. A mixed-method approach was taken to gather data on the teaching and learning process on the two courses, employing questionnaires, interviews, classroom observation and tests of written and spoken communicative competence and overall proficiency in English. The findings demonstrate that those learners following the International Understanding course have generally increased their communicative competence as measured by essay and oral interview tests, and have improved their scores in an English proficiency test recognised in Japan as a marker of academic achievement, to a statistically greater degree over those learners following a traditional EFL course. Significant differences were also confirmed in motivation. Although further research into similar specialist English courses is needed, this study provides one case in which the two opposing goals of ELT in Japan of communicative competence and academic achievement successfully converge. The implications of the study are that with relatively small changes in teaching methods, yet substantial changes in teacher attitudes, the problem of communicative ability in Japan might be addressed.
APA, Harvard, Vancouver, ISO, and other styles
4

Hotta, Muneo. "Intercultural communication competence and intercultural adjustment of Japanese business sojourners and their spouses." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4268.

Full text
Abstract:
The purpose of this thesis was to examine the relationship among intercultural communication competence, attitudes toward the U.S. culture, and linguistic skills in English for Japanese business sojourners and their spouses living in the United States.
APA, Harvard, Vancouver, ISO, and other styles
5

Schmidt-Fajlik, Ronald. "Interpersonal competence in the learning of the English language." Thesis, 2013. http://hdl.handle.net/10500/14498.

Full text
Abstract:
Current practice in language teaching based on communicative approaches emphasizes the development of language skills. Opportunities are created for students to develop their language skills through social interaction based on pair and group work. Such interaction requires the use of interpersonal skills. If students do not feel confident about their interpersonal skills, they may be reluctant to take part in communicative activities, which require social interaction. Interpersonal skills are also important if students are to use their language skills in real life situations effectively and confidently. Gender and cultural differences related to interpersonal communication may have an impact on how successful students learn a foreign language. The study explores student confidence in interpersonal skills, the role that gender may play in interpersonal relationships, and also in fostering cultural activities that are aimed at the development of interpersonal communication. Such relationships have potential implications on the teaching of a foreign language in the classroom situation. This research was conducted at a Japanese university where the researcher is a lecturer and had full access to all the resources he needed. The same research was also conducted at Chinese, Russian, and Ghanaian universities, as well as at an international school in Saudi Arabia. Data was collected using questionnaires. The study employed both quantitative and qualitative methods in order to gain an in-depth understanding of the problem, and to probe the issues involved more extensively. Quantitative data was collected by means of a questionnaire that consisted of multiple-choice questions. Qualitative data was gathered by means of open-ended questions. Questionnaire results were analyzed using both descriptive and inferential statistics. The research findings indicate that some students may lack confidence in social situations where the use of interpersonal skills is neglected. This research also found that females may be more comfortable and adept in interpersonal exchanges owing to some biological and cultural reasons. Findings also indicate that cultural differences that impact on interpersonal communication situations did not entirely support the findings from the literature review, particularly concerning the use of nonverbal communication by Japanese students. Recommendations based on research findings, are given concerning the development of interpersonal skills.
Educational Studies
D. Ed. (Didactics and Curriculum Studies)
APA, Harvard, Vancouver, ISO, and other styles
6

"A Worldview MAP Approach to Intercultural Competence in a Multinational Organization in Europe and Japan." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.54854.

Full text
Abstract:
abstract: The field of intercultural communication emerged from demonstrated need in the public sector and has roots in cultural anthropology. There is continued need in academic and practitioner domains for improved ways to effectively engage across cultures. To do so, it is necessary to develop approaches that enable a person to take the emic perspective of an intercultural Other. Worldview is a promising concept in several fields, such as anthropology and cross-cultural psychology, but remains undeveloped in the field of intercultural competence. In addition, existing conceptualizations and approaches to identify worldviews are too comprehensive or ambiguous to be useful. The purpose of this project was to propose a novel worldview framework synthesizing existing literature. The resulting construct is constituted by the composite universals, morality, agency, and positionality (MAP). Worldview MAP was applied to intercultural interactions between members of two distinct sociocultural groups working together on a two-week global management project in a multinational organization in Japan. Three research questions focused on identifying intercultural difficulties, worldview assumptions of each party, and relationships between the difficulties and worldviews. Inter-rater reliability was calculated for three morality subdimensions most underdeveloped in the literature. Findings include worldview descriptions for both culture groups across MAP and ways in which worldviews are interconnected with and illuminate three complex intercultural difficulties. Further, five meta-level worldview findings show how implicit worldviews were indirectly revealed in narrative data. Limitations of the study and implications for future work are discussed.
Dissertation/Thesis
Doctoral Dissertation Communication 2019
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Communicative competence Japan"

1

Nakata, Yasuyuki. Language acquisition and English education in Japan: A sociolinguistic approach. Kyōto-shi: Kōyō Shobō, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Taguchi, Naoko. Context, individual differences and pragmatic competence. Bristol: Multilingual Matters, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Developing interactional competence in a Japanese study abroad context. Bristol: Multilingual Matters, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bouchard, Jeremie. Ideology, Agency, and Intercultural Communicative Competence: A Stratified Look into EFL Education in Japan. Springer, 2017.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bouchard, Jeremie. Ideology, Agency, and Intercultural Communicative Competence: A Stratified Look into EFL Education in Japan. Springer Singapore Pte. Limited, 2017.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bouchard, Jeremie. Ideology, Agency, and Intercultural Communicative Competence: A Stratified Look into EFL Education in Japan. Springer, 2018.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Fraleigh, Matthew. At the Borders of Chinese Literature. Edited by Carlos Rojas and Andrea Bachner. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199383313.013.19.

Full text
Abstract:
Familiarity with canonical Chinese texts and competence in the composition of Literary Sinitic poetry and prose had long provided intellectuals from the Chinese mainland, the Korean peninsula, and the Japanese archipelago with a means to communicate and even engage in literary exchanges with one another in the absence of a shared spoken language. These forms of interaction continued to thrive well into the modern period, even as relations between China, Japan, and Korea came to be structured by new forms of diplomacy premised upon the nation-state. This chapter examines poetic exchanges between East Asian intellectuals in the late nineteenth century, looking in particular at the experience of several late Qing poets, scholars, and statesmen in Japan. Even as Sinitic textuality played an important role as a shared point of reference in public discourse across the region, such commonality existed alongside distinctive performance traditions and other local frames of reference.
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Communicative competence Japan"

1

Topor, F. Sigmund. "A Sentence Repetition Placement Test for ESL/EFL Learners in Japan." In Handbook of Research on Education and Technology in a Changing Society, 971–88. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch073.

Full text
Abstract:
Informed by psycholinguistics, an aspect of the theory of Communicative Competence, this chapter explores the predictive utility of a Sentence Repetition (Placement) Test (SRPT) for L1 Japanese English learners. A bivariate correlational analysis shows a positive correlation (r = .643) between scores on the listening segment of the TOEIC and those on a Sentence Repetition Placement Test. Data for the Sentence Repetition Placement Test was generated from university students and working professionals in Tokyo, Japan (N = 35; 25 men and 10 women). A valid Sentence Repetition Placement Test may provide the solution to ESL/EFL placement in Japan. Future research on Sentence Repetition Placement Test for ESL/EFL should address the relationship between the espoused ESL/EFL Communicative Competence objectives and policies to achieve those objectives. Within the current global environment, internal adjustments are clearly necessary to cope with external communicative demands.
APA, Harvard, Vancouver, ISO, and other styles
2

Dunn, James D. "Critical cultural awareness and learning through digital environments." In CALL and complexity – short papers from EUROCALL 2019, 130–36. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.998.

Full text
Abstract:
Students with cultural and linguistic competence are needed to navigate an increasingly globalized society. This study collected and analyzed cultural awareness data from students who communicated with people of other cultures through Virtual Reality (VR) environments. Students from a private university in Japan engaged in directed communication with other students from the USA using an online virtual chat program. A questionnaire based on the Global Perspectives Inventory (GPI) was used by the students to self-report their views on the intercultural interactions and give a metacognitive analysis of their intercultural competence/knowledge of intercultural phenomena. In addition to directed communicative objectives, students were given the chance to engage in free conversation in the digital space created by the software to facilitate intercultural critical cultural awareness skills. Early findings show that students were able to improve critical cultural awareness through a virtual experience.
APA, Harvard, Vancouver, ISO, and other styles
3

"5. Teaching english to young learners in Japan: Teacher competence and classroom context." In New Perspectives on the Development of Communicative and Related Competence in Foreign Language Education, 71–86. De Gruyter Mouton, 2018. http://dx.doi.org/10.1515/9781501505034-005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

"6. What competence is necessary to be able to work in Japan-related workplaces? A survey of Singaporean business persons." In New Perspectives on the Development of Communicative and Related Competence in Foreign Language Education, 87–122. De Gruyter Mouton, 2018. http://dx.doi.org/10.1515/9781501505034-006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Davies, Michael James. "CLIL in the Japanese University Context." In Handbook of Research on Curriculum Reform Initiatives in English Education, 23–35. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5846-0.ch002.

Full text
Abstract:
The Japanese education system is currently in the midst of reforms, particularly with regards to way the English language is taught. At the university level, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) is not only endeavoring to improve Japanese students' proficiency in English but also their intercultural communicative competence. This comes at a time when universities in Japan are trying to enhance their international competitiveness in an increasingly globalized world. The chapter argues that the approach to English education known as content and language integrated learning (CLIL), and the principles on which it is based, will help to address many of these issues of concern. By adopting this approach, not only will students be exposed to a more motivating learning experience, they will also be encouraged to critically examine issues from different cultural standpoints. Finally, the chapter examines instances of CLIL in Japanese universities where it is already being used, as well as effective ways in which it can be implemented from now on.
APA, Harvard, Vancouver, ISO, and other styles
6

Wu, Pin-Hsiang Natalie, and Michael W. Marek. "Designing Interactive Cross-Cultural Mobile-Assisted Language Learning." In Multicultural Instructional Design, 452–75. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch021.

Full text
Abstract:
Using communication technology for learning is a path to new patterns of thinking. This chapter examines the affordances provided by using smartphone technology in English for cross-cultural understanding. University students from Japan and Taiwan used the popular app LINE collaboratively for five weeks, culminating in jointly-written essays. Data collection used a survey, open-ended questions, and analysis of the essays. The students saw English as an important international language in which they need competency, strongly favored use of technology to assist language learning, appreciated the study's cross-cultural experience, and found the dynamics of the group to be interesting and motivating. The authors provide four best practices for using LINE and similar applications for English learning: that they be thought of as communication tools, that students need strong support concerning required tasks, that students must understand how tasks using technology benefit them, and that true online communities may include multiple platforms.
APA, Harvard, Vancouver, ISO, and other styles
7

Wu, Pin-Hsiang Natalie, and Michael W. Marek. "Designing Interactive Cross-Cultural Mobile-Assisted Language Learning." In Language Learning and Literacy, 491–514. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch026.

Full text
Abstract:
Using communication technology for learning is a path to new patterns of thinking. This chapter examines the affordances provided by using smartphone technology in English for cross-cultural understanding. University students from Japan and Taiwan used the popular app LINE collaboratively for five weeks, culminating in jointly-written essays. Data collection used a survey, open-ended questions, and analysis of the essays. The students saw English as an important international language in which they need competency, strongly favored use of technology to assist language learning, appreciated the study's cross-cultural experience, and found the dynamics of the group to be interesting and motivating. The authors provide four best practices for using LINE and similar applications for English learning: that they be thought of as communication tools, that students need strong support concerning required tasks, that students must understand how tasks using technology benefit them, and that true online communities may include multiple platforms.
APA, Harvard, Vancouver, ISO, and other styles
8

Wu, Pin-Hsiang Natalie, and Michael W. Marek. "Designing Interactive Cross-Cultural Mobile-Assisted Language Learning." In Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching, 262–85. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5140-9.ch013.

Full text
Abstract:
Using communication technology for learning is a path to new patterns of thinking. This chapter examines the affordances provided by using smartphone technology in English for cross-cultural understanding. University students from Japan and Taiwan used the popular app LINE collaboratively for five weeks, culminating in jointly-written essays. Data collection used a survey, open-ended questions, and analysis of the essays. The students saw English as an important international language in which they need competency, strongly favored use of technology to assist language learning, appreciated the study's cross-cultural experience, and found the dynamics of the group to be interesting and motivating. The authors provide four best practices for using LINE and similar applications for English learning: that they be thought of as communication tools, that students need strong support concerning required tasks, that students must understand how tasks using technology benefit them, and that true online communities may include multiple platforms.
APA, Harvard, Vancouver, ISO, and other styles
9

Mynard, Jo, and Scott J. Shelton-Strong. "Investigating the autonomy-supportive nature of a self-access environment: A self-determination theory approach." In Supporting Learners and Educators in Developing Language Learner Autonomy, 77–117. Candlin & Mynard ePublishing, 2020. http://dx.doi.org/10.47908/8/4.

Full text
Abstract:
In this chapter, that authors take the reader out of the formal classroom into a large self-access centre. In this chapter, the authors describe a research project designed to investigate the extent to which autonomy-supportive conditions exist for fostering English language use in a large self-access learning centre (“the SALC”) in a university in Japan. Taking a self-determination theory (SDT) perspective (Deci & Ryan, 2000; Ryan & Deci, 2017), the authors look at factors within the environment that encourage greater engagement and support for autonomous motivation for using English. The authors begin by exploring the views of the student population via a survey (N=280), and through structured interviews (N=108). They also draw on the observations of the team of 11 learning advisors (LAs) who work full time in the SALC using an observation framework. Results indicated that many of the features of the SALC were autonomy-supportive in general, but that some areas could benefit from further enhancement. These enhancements might include communicating more clearly to the student body the underlying policies and initiatives relating to the SALC learning environment, additional scaffolding to facilitate competent engagement with the multiple learning affordances found there, and increased opportunities for regularly connecting with other students as a formal initiative within the SALC.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Communicative competence Japan"

1

Jia, Yinghui, and Eungyoung Kim. "The Relationship Between Intercultural Communication Competence and Perceived Challenge and Its Effect on Perceived Success of International Students in Japan." In The Southeast Asian Conference on Education 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2435-5240.2021.10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Nozaki, Manami, Kazumi Watanabe, Hiromi Ogasawara, and Taeko Fukuda. "Formative Evaluation of Virtual Reality Materials for Inducing Cultural Awareness." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002141.

Full text
Abstract:
As Japan moves toward a multiculturally convivial society, nurses are required to have intercultural competence to recognize the diverse characteristics of their patients and to practice nursing. In order to acquire intercultural competence, it is important to take an attitudinal approach that encourages cultural awareness, which is to recognize and acknowledge differences between oneself and others. Therefore, we developed a VR teaching material that allows Japanese people to experience first-person the anxiety and difficulty that foreigners feel when they visit a Japanese hospital. As the first step from the experience, we extracted gaps between foreign patients and Japanese medical staffs by reviewing the literature; the gaps were due to lack of communication, preconceptions, and bitterness. As a second step, we set four learning objectives and created an ICE rubric. The learning objectives were as follows: 1) to try to get involved actively without feeling uncomfortable, 2) to accept others as they are, 3) to think about the reasons for their words and actions by considering their culture and customs, and 4) to be able to recognize one's own prejudices, discrimination, and assumptions. As the third step, we created a prototype of the content. We shot a 360° video of three scenes in a hospital. We embedded a video of a French actors playing a medical staff and talking to the patient. In this way, we recreated the situation of a Japanese patient visiting a hospital in a foreign country. The fourth step was to conduct alpha testing among the developers to complete the content. Four developers watched the prototype and evaluated the usability and the learning outcomes using the ICE rubric. As a result, it was pointed out that although they could experience the sense of difficulty and anxiety of not understanding the language, they could not understand the situation of what was happening, nor could they think about the other person's culture or their own preconceptions. Therefore, we completed the contents by adding guidance, explaining the situation, presenting a summary of what was said, and setting up a quiz for reflection.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Communicative competence Japan' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography