Journal articles on the topic 'Communicative competence Japan'
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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。
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Dunne, B. Greg. "Reflecting on the Japan-Chile Task-Based Telecollaboration Project for Beginner-Level Learners." TESL Canada Journal 31 (January 25, 2015): 175. http://dx.doi.org/10.18806/tesl.v31i0.1193.
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Using O’Dowd and Ritter’s (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects as a barometer, this article details the considerations and procedures followed in a task-based, asynchronous email tele-collaboration project between EFL (English as a Foreign Language) learners in Japan and Chile. In a climate where current research surrounding telecollaboration continues to gravitate toward the dual foci of intercultural communicative competence and multimodal technology, this article exemplifies how the adoption of a task-based framework can greatly assist the induction of beginner-level EFL students into a telecollaborative learning environment. It also encourages EFL and ESL (English as a Second Language) teachers throughout the world to seek task designs that will help them do the same. The project experienced its share of logistical and technical challenges but by adopting the currently unconventional stance of designing tasks that highlight individual identity and downplay cultural identity the project appeared to minimize intercultural tension, unmanageable levels of incomprehensibility and inability to arrive at task outcomes.Utilisant l’article de O’Dowd et Ritter (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects comme baromètre, cet article décrit en détail les considérations et les procédures d’un projet de télécollaboration asynchrone, par courriel et basé sur les tâches entre des apprenants d’anglais langue étrangère (ALE) au Japon et au Chili. Dans le climat actuel où la recherche portant sur la télécollaboration continue à se tourner vers la compétence communicative interculturelle et la technologie multimodale, cet article démontre les bienfaits significatifs d’adopter un cadre basé sur les tâches pour accueillir les élèves débutants en ALE dans un milieu d’apprentissage télécollaboratif. L’article encourage également les enseignants d’ALE et d’ALS partout au monde à rechercher des tâches qui les aideront à en faire autant. Le projet a connu sa part de défis logistiques et techniques, mais en adoptant la position originale de concevoir des tâches qui soulignent l’identité individuelle et diminuent l’identité culturelle, il semble avoir minimisé la tension interculturelle, l’incompréhensibilité et l’incapacité à arriver aux résultats voulus.
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Suartini, Ni Nengah. "The Emerging of Japanese Neologism and Aging Society." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 4, no. 1 (June 28, 2019): 54. http://dx.doi.org/10.17509/japanedu.v4i1.16768.
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Neologism are new words, terms or phrase created to apply to new concepts or to make older terminology sound more contemporary. The changing of society reflected in language is the emerging of myriads of neologisms. Japan currently is trying to cope with the aging population, known as aging society. The new words are invented to describe social phenomenon around the aging society in Japan. Considering the influence of social changing and neologisms, it is significant to learn how these new words are created. This study aimed to investigate issues concerning Japanese neologisms in aging society from the perspectives of characteristics, definition and social connotations. List of aging society neologisms is developed by looking in academic articles, scholarly books and online sources. The result shows that aging society neologisms created by combining existing words, borrowing, abbreviation and by rhyming with existing words or simply playing with sounds. Japanese aging society neologisms are the language mirror to reflect social phenomenon that the public concerns most. The study of neologisms is also a valuable tool to understand social cultural changes and improve communicative and cultural competence of the Japanese learners.
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Zeshan, Ulrike. "Task-response times, facilitating and inhibiting factors in cross-signing." Applied Linguistics Review 10, no. 1 (February 25, 2019): 9–29. http://dx.doi.org/10.1515/applirev-2017-0087.
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AbstractThis paper reports on data from the “cross-signing” strand of a research project on Sign Multilingualism. Cross-signing investigates the ad-hoc improvised conversations of small groups of deaf sign language users who do not have fluency in any shared language. Participants were filmed in pairs when they met for the very first time, and after a contact period of 4–6 weeks together as a group. The deaf signers involved in this study are from the UK, Jordan, Indonesia, Japan, India, and Nepal. All signers are highly fluent in their own sign language, with varying competence in a language of literacy from their home country, but minimal or no overlapping competence in International Sign, English, or any other shared language between them. The participants used a wide range of multilingual and multimodal communicative resources, including their own and invented signs, fingerspelling, pointing, mouthing, gesture/mime, and various representations of writing. The article considers quantitative data from signed interactions during a picture-based elicitation game. While the overall response times taken by participants for completing the elicitation game are reduced at the end of the contact period compared to the initial contact, differentiating factors are at work that lead to different degrees of response time reduction in the individual signers. As a step towards explaining these patterns, the article explores insights into factors that may inhibit or facilitate communication between cross-signers, such as extent of contact between signers, typological distance between sign languages, or the use of literacy. Moreover, the data suggest a cumulative impact of these factors.
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Donnery, Eucharia. "Process Drama in the Japanese University EFL Classroom: The Emigration Project." Scenario: A Journal of Performative Teaching, Learning, Research VIII, no. 1 (January 1, 2014): 36–51. http://dx.doi.org/10.33178/scenario.8.1.4.
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This paper examines the impact of using a process drama project in a Japanese university EFL class focusing on the social issue of emigration from a historical perspective while simultaneously developing English communicative skills. Speaking in English is a skill that many Japanese people find challenging. There are a number of cultural reasons for this, for example the enormous linguistic gap between Japanese and English communicative patterns in terms of explicitness/implicitness, hierarchy, gender, and the role of silence. Therefore, the overt aim was to help students develop English language skills while learning about Japanese historical emigration through the medium of English with Japanese scaffolding. This is in keeping with the needs of the average Japanese university EFL student, who has had six years of accuracy-based study for the short-term target of the university entrance examination and who sees English in terms of mathematical code, rather than as a communicative tool. The narrative arc of the paper follows the Noh theatre JO-HA-KYU, Enticement- Elaboration-Consolidation trajectory to take the reader through the emigration process drama project held in the spring semester of 2009 at the School of Human Welfare Studies (HWS), Kwansei Gakuin University (KGU), Japan. The research approach was a mixed-method one and data was collected through digital recording of role-plays, student self-critical reflection by writing-in-role and writing out-of-role in an online class group, qualitative and quantitative questionnaires and teacher observation. Results indicated that process drama projects can have a positive influence on Japanese university EFL learners from the perspective of both linguistic and intercultural communicative competence.
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Liubashenko, Olesia V., Nataliia V. Semian, and Tetiana P. Druzhchenko. "English Intercultural Tutorial for University Students Majoring in Japanese." Journal of Curriculum and Teaching 11, no. 1 (January 17, 2022): 25. http://dx.doi.org/10.5430/jct.v11n1p25.
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This paper is the first attempt to present the implementation results of the language-learning tutorial based on intercultural and communicative approaches in a classical university in Ukraine. The authors present a new tutorial method for teaching English at Departments of the Far East Languages in Classical Universities of Ukraine. This method is aimed to facilitate the acquisition of essential aspects of knowledge about a country as a regional and cultural subject as well as to improve students’ English speaking and conversational skills. The experimental research involved 2nd and 3rd year university students majoring in the Japanese and English languages. The authors proposed the original design of the tutorial to be used both for English speaking practice and as a part of the course content. Considering the psycholinguistic peculiarities of Ukrainian students to percept and understand the English and East Asian languages, the tutorial under review stimulates students’ cognitive activity during the English learning process and when developing sociocultural competence with regard to the Far East. Compare and Contrast activities in the English language classroom can create a favourable learning environment resulting in students gaining knowledge and acquiring skills necessary for proficient English users. At the same time, they get the opportunity to pick up more information about Japan using the sources about the country available in the English language. The ability to categorise and compare things in terms of their differences and similarities corresponds to the main stages of cognitive development. Compare and contrast as teaching and learning strategies can be applied when teaching monologic and dialogic production, in particular when discussing similarities and differences of cultural, natural, geographical, historical, political and art objects of Ukraine and Japan. In this article, the interdependence between the use of the tutorial method and academic achievements in English speaking competence has been proved, since the students have significantly improved their speaking fluency in English about the Far East.
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Nguyen, Hanh thi, and Noriko Ishitobi. "Ordering Fast Food: Service Encounters in Real-Life Interaction and in Textbook Dialogs." JALT Journal 34, no. 2 (November 1, 2012): 151. http://dx.doi.org/10.37546/jaltjj34.2-2.
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In this paper we compare authentic fast-food ordering transactions with EFL textbook dialogs in order to assist teachers and materials writers in the development of students’ communication skills. Using conversation analysis (CA) and drawing on the concepts of communicative competence and interactional competence, we first provide a detailed description of a small sample of real-life transactions and then compare these with the dialogs in textbooks used in Japan, including some successive editions. We demonstrate that the textbook dialogs differ from the recorded real-life interactions in the sequencing of actions and completeness of actions. In the context of the findings, we suggest implications for language teaching and materials development. 本論は、学習者のコミュニケーション能力の育成を目指す教師や教科書執筆者に助力するため、ファストフード店での注文のやりとりについて、オーセンティックな対話とEFL教科書にある対話文とを比較する。会話分析（CA）の手法を用い、コミュニケーション能力やインタラクション能力の概念に基づいて、まず現実のやりとりのデータサンプルを詳細に記述し、その後日本で使われている教科書の対話文と比較する。ここで検証された教科書の対話文が、録音された現実のやりとりとは一連の行為進行や行為の完了の面において異なっているということを論証する。この研究結果に照らして、言語教育や教材開発への提案を行う。
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Ariawan, Soni. "CULTURAL ASPECTS REPRESENTATION IN ENGLISH TEXTBOOK AND ITS IMPLICATION ON ENGLISH LANGUAGE LEARNING." JOURNAL OF ADVANCED ENGLISH STUDIES 3, no. 1 (February 29, 2020): 7. http://dx.doi.org/10.47354/jaes.v3i1.82.
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Abstract. The present study investigates cultural aspects representation in an English textbook prescribed for senior high school in Indonesia which is officially published by Ministry of Education and Culture in 2017. The study aims to explore cultural aspects revealed in the textbook by employing Byram’s checklist of cultural dimensions and Cortazzi and Jin’s categories of culture as the theoretical frameworks. The data for analysis is selected from the textbook which includes conversations, reading texts and visual elements. The inclusion of national identity is pivotal for learners since the textbook is prescribed for senior high school students who are tremendously curious to determine their own characters. Regarding cultural aspects representation or categories, source culture or Indonesian culture is the most prominent with 61.2%, while target culture and international target culture achieve 19.8% and 14.9% respectively. The presence of source culture encompasses social interaction, school and family environment, national identity and national history as well as national geography. Where the target culture is concerned, the United States of America is the most highly represented inner circle country’s culture in the textbook, while India and Japan are the countries primarily represented in the international target culture category. The inclusion of source culture in the English textbook is fundamental since culture teaching can improve learners’ communicative competence; however, the representation of target culture and international target culture is also crucial to achieve linguistics as well as cultural competence. It is concluded that English textbook in Indonesia is on the way to its perfection in terms of proportionally represented cultural aspects. However, the presence of various cultural aspects of source culture, target culture and international target culture is also important to help students develop multicultural awareness and a certain level of respects as well as tolerance for others. in the use of student’s diary as well is presented as the implication of this research for further related studies.
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Christmas, Julia. "Challenges with creating professional development workshops for Japanese elementary school teachers." Language Teacher 38, no. 6 (November 1, 2014): 3. http://dx.doi.org/10.37546/jalttlt38.6-1.
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Since 2011, elementary school teachers (ESTs) in Japan have become responsible for “Foreign Language Activities” (Gaikokugo Katsudo) in their 5th and 6th grade classes. In addition to this, teachers of younger grades may also be expected to team teach with an assistant language teacher who is often a native English speaker. Many ESTs lack confidence in their ability to use English effectively in the classroom, are unsure of communicative learning techniques, and unpracticed in communicative competence instruction. This situation has arisen due to limits in their past training and present professional development programs. This paper offers a focus on these issues and some practical ways to deal with them through university/Board of Education co-coordinated consultations and workshops. 2011年から日本の小学校の教師は、高学年では外国語活動を指導し、低・中学年では英語を母国語とする外国人のアシスタントと一緒にティームティーチングという形で、外国語の授業を行うことになった。しかし文科省が提示した目標をもとに学習活動を行う際、授業中に英語をうまく使いこなせない多くの教師は、コミュニケイティブラーニング指導法（communicative learning techniques）がどんなものかはっきりわからず、実践されていない状態であった。これは、これまでの研修不足や専門性の高い教員育成プログラムに参加する機会が少ないために起こったものである。本論では上記の問題に焦点をあて、この問題にどう対処していくか、いくつかの実践法を大学と教育委員会の共同ワークショップを通じて提案したい。
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Tanaka, Yumi. "異文化経験が英語コミュニケーション能力と動機づけへ及ぼす影響―小学生への縦断的調査― Effects of Intercultural Experiences on English Communicative Competence and Learning Motivation: A Longitudinal Study of Elementary School Children." JALT Journal 44, no. 1 (May 1, 2022): 81–106. http://dx.doi.org/10.37546/jaltjj44.1-4.
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本研究は、子どもの異文化経験が英語コミュニケーション能力と動機づけへ及ぼす影響を検討した。公立小学校3校の262名（海外滞在経験32名・海外旅行経験132名・海外経験なし98名）を対象に、5年次に英検ジュニア・シルバーテストと動機づけの質問紙調査を行い、1年後に追跡調査をおこなった。本結果から、海外滞在経験は、英語コミュニケーション能力と内発的動機づけを向上させることが分かった。また、海外旅行経験は、内発的動機づけを向上させることが明らかになった。6年次には群別のコミュニケーション能力の影響は変化しないが、異文化経験による内発的動機づけへの影響は消えていた。しかし、同時期の外発的動機づけの変化も考察した結果から、子どもの異文化経験（海外滞在経験・海外旅行経験）は、内発的動機づけを高めることを基盤に、6年次には、英語学習と将来性を繋げる同一視的調整を高め、複数の動機によって動機づけを強化すると結論づけられた。 This study examined the effects of intercultural experiences on English communicative competence and learning motivation of students studying at three public elementary schools in the Kanto region of Japan. The participants of this study were 262 fifth-grade students with and without intercultural experiences. The students were divided into the following groups: those with experience of living overseas (n = 32), those with experience of travel overseas (n = 132), and those with no overseas experience (n = 98). The Eiken Junior Silver Test was administered to the participants to assess their English communicative competence. In order to assess their intrinsic motivation and extrinsic motivation including the constituent regulations (identified, introjected, and external), a questionnaire was administered. The study also included an identical follow-up procedure conducted after one year, when the participants were sixth graders. The results of the study suggest that regardless of school grade, students living overseas for a mean period of two and a half years showed a greater gain in English communicative competence than students without such experience. Specifically, the group of participants who had lived overseas for the abovementioned mean period showed statistically higher mean scores on the Eiken Junior Silver Test than the other two groups. Although an improvement in test scores was recognized from grades five to six in all groups, there was no difference in the mean levels of test score improvement attributable to exposure to intercultural experience. Regarding intrinsic motivation, the findings suggest that in the fifth grade, students with intercultural experiences (living and traveling overseas) had stronger intrinsic motivation as compared to those without such intercultural experiences; however, this difference disappeared in the sixth grade. Thus, it can be inferred that the effects of intercultural experiences on intrinsic motivation do not last long. The effects of intercultural experiences on extrinsic motivation also show that such experiences (living and traveling overseas) increase identified regulation from grades five to six. It can be inferred from this that intercultural experiences ultimately enable students to envisage more clearly how to relate their English learning to their future goals. These results also suggest that intercultural experiences stimulate the development of children, as identified regulation becomes strong after adequate intrinsic motivation is cultivated at an early age. Effects on introjected and external regulations differed based on the extent of the participants’ intercultural experiences. Only the group who had traveled overseas showed an increase in introjected regulation from grades five to six. Thus, it can be inferred that the experience of traveling overseas promotes learners’ self-motivation by leading them to compare their English competence to that of others who have achieved higher levels. This inference is reasonable as the experience of traveling overseas provides high intrinsic motivation similar to that of the living overseas experience, but unlike the latter, it does not increase English competence simultaneously. Regarding external regulation, this study found that the experience of living overseas increased the external regulation from grades five to grade six, whereas the experience of traveling overseas decreased the external regulation in the same period. The difference in these results may be due to differences in the degree to which students are also engaged in supplementary education. Finally, the present study further provides examples of the effects of intercultural experiences on the participants’ English communicative competence and learning motivation from their parents’ viewpoint, using the questionnaire responses of the parents (e.g., concerning what the participants said or did after intercultural experiences). Based on the findings from the responses of the participants and their parents, three implications relating to potential use of the intercultural experiences of students in elementary school English education are discussed.
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Komara, Endang. "Kompetensi Profesional Pegawai ASN (Aparatur Sipil Negara) di Indonesia." MIMBAR PENDIDIKAN 4, no. 1 (May 1, 2019): 73–84. http://dx.doi.org/10.17509/mimbardik.v4i1.16971.
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ABSTRAKSI: Kompetensi pegawai dapat dipahami sebagai sebuah kombinasi antara keterampilan, atribut personal, dan pengetahuan yang tercermin melalui perilaku kinerja yang dapat diamati, diukur, dan dievaluasi. Dengan menggunakan metode kualitatif, analisis deskriptif, dan studi kepustakaan, artikel ini membahas tentang kompetensi profesional pegawai ASN (Aparatur Sipil Negara) di Indonesia. Hasil kajian menunjukan bahwa kompetensi dapat dibedakan menjadi dua tipe. Pertama, kompetensi “lembut”, atau jenis kompetensi yang berkaitan erat dengan kemampuan untuk mengelola proses pekerjaan, hubungan antar manusia, serta membangun interaksi dengan orang lain. Contoh kompetensi “lembut” bagi para pegawai ASN adalah kepemimpinan, komunikasi, hubungan antarpribadi, dan lain-lain. Kedua, kompetensi “keras”, atau jenis kompetensi yang berkaitan dengan kemampuan fungsional dan teknis suatu pekerjaan. Dengan kata lain, kompetensi pegawai ASN di sini berkenaan dengan seluk-beluk teknis yang berkaitan dengan pekerjaan yang ditekuni. Contoh kompetensi “keras” adalah teknik kelistrikan, riset pemasaran, analisis finansial, perencanaan tenaga kerja, dan lain-lain. Pelayanan publik di Indonesia hendaknya mendorong adanya budaya kerja yang positif, membangun komunikasi yang respektif, meningkatkan kedisiplinan pegawai, menegakan aturan organisasi, serta menerapkan ganjaran dan hukuman sebagai bentuk motivasi kerja bagi pegawai.KATA KUNCI: Kompetensi Profesional; Pegawai; Aparatur Sipil Negara di Indonesia. ABSTRACT: “Professional Competencies of State Civil Apparatus’ Employee in Indonesia”. Competencies employee can be understood as a combination of skills, personal attributes, and knowledge that is reflected through performance behavior that can be observed, measured, and evaluated. By using qualitative methods, descriptive analysis, and library studies, this article discusses the professional competence of State Civil Apparatus’ employees in Indonesia. The results of the study show that competencies can be divided into two types. Firstly, soft competencies, or types of competencies that are closely related to the ability to manage work processes, human relations, and build interactions with others. Examples of soft competencies for State Civil Apparatus’ employees are leadership, communication, interpersonal relations, and others. Secondly, hard competency, or type of competency related to functional and technical abilities of a job. In other words, the competence of State Civil Apparatus’ employees here concerns to the technical intricacies related to the work being undertaken. Examples of hard competency are electrical engineering, marketing research, financial analysis, manpower planning, and others. Public services in Indonesia should encourage a positive work culture, build respectful communication, improve employee discipline, enforce organizational rules, and apply rewards and punishments as a form of employee motivation.KEY WORD: Professional Competences; Employee; State Civil Apparatus in Indonesia.About the Author: Prof. Dr. Endang Komara adalah Guru Besar Sosiologi Pendidikan di STKIP (Sekolah Tinggi Keguruan dan Ilmu Pendidikan) Pasundan, Jalan Permana No.32-B Cimahi, Jawa Barat, Indonesia. Untuk kepentingan akademik, penulis bisa dihubungi dengan alamat emel: endang_komara@yahoo.co.idSuggested Citation: Komara, Endang. (2019). “Kompetensi Profesional Pegawai ASN (Aparatur Sipil Negara) di Indonesia” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 4(1), Maret, pp.73-84. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (December 14, 2018); Revised (January 15, 2019); and Published (March 30, 2019).
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Young, Davey. "Contrastive Models for Turn-Taking in English and Japanese." Language Teacher 42, no. 3 (May 1, 2018): 9. http://dx.doi.org/10.37546/jalttlt42.3-2.
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Turn-taking remains an underemphasized aspect of foreign language instruction. As more is understood about this central component of interactional competence, foreign language teachers will need to consider the best ways to teach students how to take turns speaking and managing the floor in the target language. This paper provides a brief outline of turn-taking mechanics as originally defined by Sacks, Schegloff, & Jefferson (1974) before providing contrastive models for turn-taking in English and Japanese. Some recommendations for classroom instruction targeting turn-taking for EFL students in Japan, as well as a call for greater sensitivity to this fundamental aspect of communicative competence, are also provided. 外国語教育において、「話者交替」の重要性はまだ十分に注目されていない。相互行為能力の中心的構成要素である話者交替についての理解が深まるにつれ、外国語教育者は目標言語でどのように交替しながら話し、場の進行をすればいいかを教授するための最善の方法を考える必要が出てくるだろう。本論では、Sacks, Schegloff, & Jefferson (1974) によって定義された話者交替の働きについての概要を説明した後に、英語と日本語での話者交替の対照モデルについて述べる。日本の英語学習者に話者交替を教える際にクラス内で推奨されるいくつかの教授法と、話者交替というコミュニケーション能力の重要な一面に対するより細やかな配慮への必要性についても述べる。
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Misao, Hanako, and Kazumi Kawakami. "Competency of Infection Preventionists in Japan." Infection Control & Hospital Epidemiology 41, S1 (October 2020): s514. http://dx.doi.org/10.1017/ice.2020.1195.
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Backgrounds: In the United States, the Association for Professionals in Infection Control and Epidemiology (APIC) announced a competency model for infection preventionists (IP) in 2011. On the other hand, IPs in Japan must develop their career by themselves because there are no guidelines of career development for Japanese IPs. In recent years, infectious diseases and infection control issues have become more global. Objective: Aiming for international collaboration among IPs, the purpose of this study were to clarify the actual competencies of IPs in Japan and the United States and to compare the competencies of both. We report on the competencies of IPs in Japan. Methods: Semistructured interviews were conducted with 67 certified nurses in infection control (CNIC) who responded to the translated version of the APIC Competency Model Assessment Tool. From the qualitative descriptive analysis of interview verbatim records, we extracted the behavioral characteristics and completed the questionnaire “Survey of Competency for Infection Preventionist,” which consisted of 130 items. A survey form was created using Survey Monkey. We sent e-mails to ask anonymous survey collaboration, including the URL of the survey form, to 2,284 CNIC and CNS in infection control professionals. The research was approved by the research ethics committee at the facility to which the researcher belongs (Juntendo University, approval no. 30–49). Results: The number of responses was 648 and the response rate was 28.4%. The mean years of experience as nurses of 648 respondents was 24.7 (SD, 6.9), and >60% belonged to general hospitals. The scores of mean and standard deviation of each category were as follows: “Clarification of infectious disease process” (mean, 79.1; SD, 13.2); “HAI surveillance and epidemiological survey” (mean, 49.3; SD, 12.3); “Prevention and control of transmission of infectious microorganisms” (mean, 93.8; SD, 17.3); “Management and communication” (mean, 128.5; SD, 23.7); “Education and Research” (mean, 56.8; SD, 11.0); “Employee and occupational health” (mean, 40.6; SD, 9.6); and the total score of all categories (mean, 449.4; SD, 74.4). Based on years of experience as infection preventionists, we divided them into 3 groups: beginners, competent, and experts. As the career level increased, each category score for competency increased (ANOVA, P < .001). However, the mean scores of competency did not reach 70% of the total score for the following categories: “Prevention and control of transmission of infectious microorganisms.” “Education and research,” and “Employee and occupational health.” Conclusions: The competencies that need to be strengthened for the career development of Japanese IPs have been clarified.Funding: This study was supported by JSPS KAKENHI.Disclosures: None
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Yulianti, Vera, and Arianty Visiaty. "Kesadaran Identitas Diri dalam Komunikasi Lintas Budaya pada Pembelajaran Percakapan Bahasa Jepang Tingkat Dasar: Identitas Muslim dan Orang Indonesia." JURNAL Al-AZHAR INDONESIA SERI HUMANIORA 4, no. 3 (April 30, 2018): 161. http://dx.doi.org/10.36722/sh.v4i3.274.
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<p><em>Abstrak</em> – <strong>Penelitian ini bertujuan mengidentifikasi kesadaran diri pembelajar bahasa Jepang mengenai identitas budaya muslim orang Indonesia pada pembelajaran bahasa Jepang tingkat dasar dan perbandingannya dengan identitas diri budaya Jepang. Responden penelitian ini adalah dua puluh satu mahasiswa tingkat 1 Universitas Al Azhar Indonesia yang sedang mengikuti kuliah percakapan bahasa Jepang 2. Seluruh responden adalah pembelajar bahasa Jepang tingkat dasar kategori A1 menurut CEFR dan 2010. Dengan menggunakan portofolio dan rubrik, pembelajar mengeksplorasi identitas dirinya sebagai muslim dan orang Indonesia berkaitan dengan tema percakapan yang ditentukan, kemudian membandingkannya dengan identitas budaya orang Jepang dengan stimulant video dan ilustrasi. Lalu, responden bercakap dengan bermain peran (role play) tema terkait, kemudian mengevaluasi kendala yang muncul. Hasil penelitian ini mengungkapkan bahwa identitas budaya sebagai muslim orang Indonesia yang disadari responden pada komunikasi interkultural banyak dipengaruhi oleh konsep bangsa yang beranekaragam namun satu kesatuan (Bhinneka Tunggal Ika). Keberagaman tersebut memunculkan kecenderungan orang Indonesia cenderung mudah terbuka pada orang lain, sekalipun saat bercakap-cakap dengan orang yang baru dikenal dan membicarakan topik-topik yang sifatnya pribadi sekalipun seperti indentitas pribadi dan keluarga. Lalu, identitas sebagai seorang muslim banyak muncul dalam percakapan komunikasi interkultural terutama mengenai aturan praktek ibadah sehari-hari. Penjelasan tentang praktek ibadah yang khas ini cenderung memunculkan kesulitan percakapan (pemilihan kosakata dan ungkapan) dalam bahasa Jepang bagi pembelajar tingkat dasar. Sementara identitas budaya masyarakat berkelompok (collectivistic culture) banyak mewarnai percakapan orang Jepang dalam komunikasi interkultural sehingga mereka cenderung lebih menjaga privasi diri dan kelompok.</strong></p><p><em><strong>Kata Kunci - </strong>Pembelajar bahasa Jepang, Identitas budaya, Komunikasi lintas budaya</em></p><p><br /><em>Abstract</em><strong> – Despite intercultural communication competence as one of the important language learning process goals since globalization has started, there comes a tendency to neglect to foster cultural identity awareness in language learning process. This research is a preliminary study that explores Indonesian learner’s cultural identities awareness as well Japanese cultural identities during the process of learning the Japanese language as one of their foreign languages. The respondents are twenty-one students of Japanese language classes participating in Japanese language speaking class 1 (elementary level) at Al Azhar Indonesia University, categorized as A1 (beginner) Japanese learners by JF (Japan Foundation) standards. Through two conversation topics (“my family” and “my home town”) the respondents have been invited to mention their local custom while conversing within the topics and comparing such custom to Japanese people’s local custom. The data are collected utilizing portfolios and Likert scale pre-post questionnaire during November 2016 and analyzed descriptively. The result of this study exposed that the participants were aware of Indonesian cultural identity and Japanese cultural identity in the context of intercultural communication, namely, in the conversation of family and hometown. While having a dialogue with unfamiliar people, mainly speaking about personal information, i.e. family topic, Japanese people tend to have conversation plainly in general subtopics since Japanese people have collectivistic culture. Distinctively, since Indonesian people believe in “Unity in Diversity” (different but one), they are feasible to discuss wider subtopics despite the unfamiliar interlocutors.</strong></p><p><em><strong>Keywords -</strong> Indonesian, Japanese Language Learners, Cultural Identity, Intercultural Communicative Competence</em></p>
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Liu, Jinxin. "The Education of Japanese Honorifics and Cultivating Intercultural Communication Competence." Journal of Contemporary Educational Research 5, no. 5 (May 28, 2021): 25–28. http://dx.doi.org/10.26689/jcer.v5i5.2151.
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Japanese honorifics which symbolizes the social culture of Japan are linguistic forms that are indispensable in the Japanese language education. Hence, the Japanese language education requires an improvement of previously solidified teaching methods with the cultivation of students’ intercultural communication competence, in order for students to understand Japanese honorifics in-depth and apply them in practice. This paper analyzes the necessity of cultivating students’ intercultural communication competence, the difficulties in Japanese honorifics education, and proposes specific training methods to help students improve their competence.
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Nurjaleka, Lisda. "Perspectives on Intercultural Contact and Japanese Learning by Indonesian Trainees in Japan." JLA (Jurnal Lingua Applicata) 5, no. 2 (March 30, 2022): 131. http://dx.doi.org/10.22146/jla.77583.
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Intercultural Contact (Hereafter IC) is when two or more people from different cultural backgrounds carry out socio-economic or political exchanges in one contact zone. Intercultural contact is possible to appear everywhere and by one. Intercultural contact concerning immigrants, either as students or workers abroad. This study aims to investigate the intercultural contact of Indonesian workers, focusing on trainees (Jjisshusei) in Japan. International workers face cross-cultural communication with co-workers or domestic workers. The trainees as respondents in this study are sent to Japan as a form of on-the-job training in collaboration between the Indonesian government and the Japanese. The trainees were exposed to the Japanese language, culture, society, and economy. Therefore, their cultural competence is essential. This study examines intercultural communication in the trainee’s community, mainly focusing on how intercultural contact occurs between trainees and Japanese residents. The result showed that apart from the trainees’ understanding of the importance of learning Japanese, they still lack experience in communicating with Japanese locals besides their co-workers. This study contributes to second language learning in intercultural understanding and L2 learners’ identity.
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Syaodih, Erliany, Dasrun Hidayat, Haslina Halim, Leili Kurnia Gustini, and Sukatno Krisbianto. "Collaborative Adaptive Learning Model with a Communication Competency Approach during the Covid-19 Pandemic in Indonesia and Japan." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (October 18, 2022): 6469–82. http://dx.doi.org/10.35445/alishlah.v14i4.2661.
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Indonesia and Japan are among the countries affected by the COVID-19 pandemic. Education in the two countries relies on digital technology so learning is done online. This situation is interesting to study because this is the first time massive online learning has been implemented. The options are either studying online or picking up death. However, online learning of course must be well prepared so as not to leave a bad impact on students. The purpose of this study was to compare students' experiences during online learning during the pandemic between Indonesia and Japan. This research uses a phenomenological study with a qualitative approach. Data collection techniques were through interviews with 30 college students as informants consisting of several universities in Indonesia and Japan. The results of this study are that Indonesian students still experience synchronous and asynchronous obstacles, consisting of technical and non-technical obstacles. Technically with regard to internet networks. Meanwhile, non-technical means that students are not ready to follow online learning so assistance is needed. Students in Indonesia also need time to adapt to using technology. Meanwhile, online learning in Japan has no obstacles. Even online situations are designed to be like classroom learning environments. Lecturers apply a collaborative adaptive learning model by prioritizing an adaptation approach to situations. Adaptation is categorized as one of the aspects of online communication competence which is considered as a success factor in online learning in Japan.
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Pododimenko, Inna. "Current Requirements of the Society to the Professional Training of Specialists in Information Technology Industry in Japan." Comparative Professional Pedagogy 4, no. 2 (June 1, 2014): 84–89. http://dx.doi.org/10.2478/rpp-2014-0024.
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Abstract The problem of professional training of skilled human personnel in the industry of information communication technology, the urgency of which is recognized at the state level of Ukraine and the world, has been considered. It has been traced that constantly growing requirements of the labour market, swift scientific progress require the use of innovative approaches to the training of future ІТ specialists with the aim to increase their professional level. The content of standards of professional training and development of information technologies specialists in foreign countries, particularly in Japan, has been analyzed and generalized. On the basis of analysis of educational and professional standards of Japan, basic requirements to the engineer in industry of information communication technology in the conditions of competitive environment at the labour market have been comprehensively characterized. The competencies that graduate students of educational qualification level of bachelor in the conditions of new state policy concerning upgrading the quality of higher education have been considered. The constituents of professional competence in the structure of an engineer-programmer’s personality, necessary on different levels of professional improvement of a specialist for the development of community of highly skilled ІТ specialists, have been summarized. Positive features of foreign experience and the possibility of their implementation into the native educational space have been distinguished. Directions for modernization and upgrading of the quality of higher education in Ukraine and the prospects for further scientific research concerning the practice of specialists in information technologies training have been suggested
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Putra, Jeni. "Re-discussion on the Relation Between Nihonjijou Course and Cultivation of Intercultural Communication Competence: Indonesian case." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 4, no. 1 (June 28, 2019): 46. http://dx.doi.org/10.17509/japanedu.v4i1.16759.
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This study backgrounded by the difficulties to cultivate Intercultural Communication Competence (ICC) in Japanese language learning in Indonesia.In learning Japanese as foreign language, knowing about latest condition and information about Japan is important. Therefore, nihonjijo(knowledge about Japan) course is taught as an essential course. However, with changing world and society, the inevitability of nihonjijouas Japanese cultural course has to be re-discussed. This study aims to find out how nihonjijoucourse can support the cultivation of the ICC, and how it can be reflected in nihonjijoucourse. Literature survey was used in this study. TheresultsshowedthatJapanese cultural knowledgeas material of nihonjijoucourse are ableto cultivate the ICC. However, the learning materials used innihonjijoutend to functioned as communication medium than as culture knowledge. Furthermore, Japanese learnersneed to think and analyse the cultural concept trough their perspective autonomously while teachers need to act as the facilitator who supports the cultural learning process. The teaching of nihonjijoualso need to be integrated with the other coursesto improve its’ effectivity.
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Atsuzawa-Windley, Sonomi, and Sachiko Noguchi. "Effects of in-country experience on the acquisition of oral communication skills in Japanese." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 83–98. http://dx.doi.org/10.1075/aralss.12.06ats.
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Abstract This study aims to investigate the effects of in-country experience on oral communication skills in Japanese. Do students who have had in-country experience in Japan have a higher level of proficiency in any area of oral communication skills than those who have not? To what extent do students with in-country experience differ from those without in their acquisition of various areas of oral communication skills? The performance of subjects in the mid-year oral examination were used as data for this study and comparisons were made between those with and without in-country experience. We believe that linguistic competence alone is not sufficient for successful communication. The results of this study provide tentative evidence that in-country experience did have positive effects on the acquisition of oral communication skills. However, the relationship between the acquisition of more than one speech style and sociolinguistic competence also emerged as a complex issue.
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Kurihara, Fumiko. "Development of guidelines for integrating English language education and intercultural education in Japan." Impact 2021, no. 3 (March 29, 2021): 18–19. http://dx.doi.org/10.21820/23987073.2021.3.18.
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Speaking a second language is an invaluable skill but it involves more than just learning linguistic skills. This is because language and culture are inextricably linked and it is therefore important to understand the cultural context of a language's origins. What is more, an understanding of the culture can help a language learner to pick up on the nuances and more quickly learn a foreign language. Professor Fumiko Kurihara and Professor Natsue Nakayama are proponents of the importance of cultural learning when learning a language. They are the members of the JACET SIG on English Language Education and are working to increase cultural competences among students learning a foreign language. Having spent time abroad in England as a college student, Kurihara became aware of cultural differences that highlighted the inextricable links between culture and language and the need to explore how cultures shape how we communicate with one another. Kurihara and Nakayama are interviewing teachers and observing lessons in Japan and Europe in order to develop guidelines for language teachers to incorporate and assess lessons in intercultural competence. Next, the researchers will analyse English textbooks at primary schools using cultural descriptors with a view to assisting teachers with revising their syllabuses and incorporating more intercultural learning.
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Keaten, James A., Lynne Kelly, Charles B. Pribyl, and Masahiro Sakamoto. "Fear and Competence in Japan and the U.S.: Fear of Negative Evaluation, Affect for Communication Channels, Channel Competence and Use of Computer Mediated Communication." Journal of Intercultural Communication Research 38, no. 1 (March 2009): 23–39. http://dx.doi.org/10.1080/17475750903381606.
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Aznuriyandi, Aznuriyandi. "PENGARUH PENGAWASAN, KOMUNIKASI DAN KOMPETENSI TERHADAP KINERJA PEGAWAI SUB BIDANG PENGAWASAN BARANG DI DISPERINDAG PROVINSI RIAU." Jurnal Ilmiah Ekonomi Dan Bisnis 18, no. 2 (September 25, 2021): 119–27. http://dx.doi.org/10.31849/jieb.v18i2.4208.
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This research was conducted at the Division of Goods Department of Industry and Trade of the Province of Riau, Lancang Kuning Tower Building, 5th Floor, Jalan Sudirman No. 460, Pekanbaru, Riau Province. Purpose and benefits of this research is Knowing Effect Control, Communications and Performance Against Employee Competency sub field supervision Disperindag goods in Riau province in the future.
Data collection techniques used in this research is to use the data collection tool in the form of questionnaires and interviews, and the sampling method used by the census techniques / saturation sampling that samples drawn based on population as a whole. So the sample in this study were as many as 85 employees. The data analysis used is multiple linear regression analysis with the help of SPSS software vers. 17. Besides, do also partial test (t test).
From the results of research on the influence of Control, Communication and Competence can improve the performance of Goods Sub-Sector Employees In Riau Province Disperindag Variable Control (X1) obtained t amounted to 11 508 greater than ttable is 1.662. This means that the independent variable (Supervision) can explain the dependent variable (performance) and there is significant independent variable on the dependent variable being tested at 61.6%. Communication variables (X2) obtained t amounted to 4,790 bigger than t table is 1.662. This means that the independent variable (Communications) can explain the dependent variable (performance) and there is significant independent variable on the dependent variable being tested at 25.3%. Variable Competence (X3) obtained t for 4390 is greater than ttable is 1.662. This means that the independent variable (Competence) can explain the dependent variable (performance) and there is significant independent variable on the dependent variable being tested at 22.2%. hypothesis test result shows that the Fhitung greater than Ftable is 370 632> 2.72, meaning that proved the regression model used successfully explain the influence of independent variables (X1, X2 and X3) together significantly on the dependent variable (Y). The influence of the dependent variable can be seen from the coefficient of determination (R square), the amount is 0932 That is 93.2% while the remaining 6.8% is influenced by other variables not examined in this study.
Keywords: Control, Communication, Competence, Performance.
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Huong, Nguyen Thu, Umemoto Katsuhiro, and Dam Hieu Chi. "Knowledge Transfer in Offshore Outsourcing." Journal of Global Information Management 19, no. 2 (April 2011): 27–44. http://dx.doi.org/10.4018/jgim.2011040102.
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This paper discusses the knowledge transfer process in offshore outsourcing. The focus is a case study of software offshore outsourcing from Japan to Vietnam. Initial results confirm that willingness to cooperate and good impressions facilitate the knowledge transfer process. In addition, communication barriers, cultural differences, lack of equivalence in individual competence, and lack of common rules slow down the transfer process. The study also identifies the Bridge System Engineer (Bridge SE)-a type of coordinator who mediates and enhances the relationship between Japanese clients and Vietnamese service providers. Employing a Bridge SE is an effective way to fill the communication gap, the cultural gap, and generally improve the business relationship. Bridge SEs use their background of higher education and long-term residence in Japan to give advice to Vietnamese software teams on Japanese cultural characteristics, such as the apology culture and the separation between work and private time. In other situations, Bridge SEs use their IT background and communication skills to verify and adjust communication contents before information is sent from one side to another.
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Noguchi, Sachiko. "Returning to the homeland." Issues in the Teaching and Learning of Japanese 15 (January 1, 1998): 105–22. http://dx.doi.org/10.1075/aralss.15.07nog.
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Abstract Research on the issues of the learners of Japanese outside Japan has increased with the expansion of Japanese language teaching worldwide, but research on those who teach them has received less attention. This paper focuses on one of the issues which Japanese instructors overseas face, in particular, that of native speakers. An individual’s competence in his/her first language in a foreign environment changes over time. The changes become more obvious when first language speakers find themselves in their own country after spending some considerable time overseas. In this study the speakers of the first language were thirteen native speaker instructors teaching at tertiary institutions in Australia. They were interviewed while on a visit to Japan regarding their communication skills in Japan both at the linguistic and non-linguistic levels. The results of the study show a wide range of changes observed; some features are common to many of these instructors while other changes are not. Changes in reading, writing, speaking and listening skills are reported. Associated aspects include skills for determining politeness levels. Non-linguistic features include socio-cultural aspects of Japanese society such as gift-giving customs, and appropriate dress. These changes in communication skills were detected and evaluated by the speakers themselves based on their own encounters while in Japan. The implications for their role as language instructors outside Japan are also discussed.
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Jung, YeonJoo, YouJin Kim, Hikyoung Lee, Robin Cathey, Julie Carver, and Stephen Skalicky. "Learner perception of multimodal synchronous computer-mediated communication in foreign language classrooms." Language Teaching Research 23, no. 3 (November 1, 2017): 287–309. http://dx.doi.org/10.1177/1362168817731910.
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Recently, second language (L2) instruction has benefitted from the development of instructional technology such as synchronous computer-mediated communication (SCMC). The present study was conducted to investigate learner perception of the effectiveness of SCMC interactions for L2 learning and building intercultural competence. Students ( n = 55) from three different universities in Korea, Japan, and Taiwan participated in a joint online class for one semester. The purpose of the class was to facilitate students’ development of linguistic and intercultural competence by interacting with peers from different cultures online. This study set out to examine the relation between learner perception and interactional features during group discussions. A range of data collection instruments were employed, including a questionnaire to track change in learner perception over time, interviews, and transcripts of interactions during each chat session. Results from linear mixed effect models suggest that among various interactional features, the following two variables were found to be significant predictors of positive attitudes towards SCMC: the amount of students’ attention to language and cultural issues during online discussion. Findings are discussed in light of developing effective SCMC-based language courses.
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Hardison, Debra M., and Tomoko Okuno. "Changes in second-language learners’ oral skills and socio-affective profile following short-term study abroad to Japan." Study Abroad Research in Second Language Acquisition and International Education 7, no. 2 (October 3, 2022): 204–39. http://dx.doi.org/10.1075/sar.21023.har.
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Abstract Thirty-seven second language (L2) learners of Japanese (21 L1 English, 16 L1 Chinese) participated in an eight-week study abroad (SA) program to Japan. Pre- and post-SA oral proficiency interviews were used for ACTFL-level assessments and ratings of component skills (pronunciation, fluency, grammatical accuracy, vocabulary/content, interaction skills). Surveys measured socio-affective variables and L2 engagement (using a modified Language Contact Profile). Thirty-six participants increased in ACTFL level. Both L1 groups showed a significant increase in component skills and perceived competence. For L1 Chinese participants, pre-SA perceived competence significantly correlated with time spent in brief exchanges using Japanese. For L1 English participants, gains in interaction scores remained significant after controlling for the significant increase in positive communication affect. Thematic analysis of participants’ journals revealed the homestay environment was the nexus of activities supporting communication skill development through exchanges of viewpoints and culture learning, frequently over dinner. Homestays also contributed to developing greater L2 speaking confidence.
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Zhang, Leticia-Tian, and Daniel Cassany. "The ‘danmu’ phenomenon and media participation: Intercultural understanding and language learning through ‘The Ministry of Time’." Comunicar 27, no. 58 (January 1, 2019): 19–29. http://dx.doi.org/10.3916/c58-2019-02.
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While research on Western multimedia platforms, such as YouTube, is prolific and interdisciplinary, Asian portals remain unknown. We explore this field by analyzing the juvenile and intercultural uses of a popular visualization system in Japan and China, known as “danmaku” or “danmu”. This technology inserts dynamic and contextualized comments on a photogram, with several typographical possibilities. Based on a corpus of 1,590 comments on “The Ministry of Time,” collected from a fandom platform with millions of users, we analyzed the topics that arouse the most interest among Chinese fans. We combine content analysis, which incorporates coding and counting techniques of the categories with the most interventions (n>16), with multimodal discourse analysis (TV series, Asian platform and user comments). Results show that the viewers are most interested in the film genre (time travel), the characters, the plot, certain sociocultural contents, and the Spanish language. Their discussions address issues of interculturality, some topics that are taboo in China and the fandom culture in Asia. Our study illustrates the potential of participation, communication, and learning in Asian social media, and constitutes an interesting and innovative contribution to the field of media and digital literacy, with various suggestions to promote intercultural competence with the use of popular culture. Mientras la investigación sobre las plataformas multimedia occidentales, como YouTube, es prolífica e interdisciplinaria, los portales asiáticos siguen siendo desconocidos. El presente trabajo explora este campo analizando los usos juveniles e interculturales de un sistema de visualización popular en Japón y China, conocido como «danmaku» o «danmu». Esta tecnología inserta comentarios dinámicos y contextualizados sobre un fotograma, con varias posibilidades tipográficas. Partiendo de un corpus de 1.590 comentarios sobre «El Ministerio del Tiempo», recogidos de una plataforma de «fandom» con millones de seguidores, este artículo analiza los temas que despiertan más interés entre los fans chinos. El análisis de contenido, que incorpora técnicas de «coding and counting» de las categorías con más intervenciones (n>16), se combina con un análisis del discurso multimodal (serie de TV, plataforma asiática y comentarios de usuarios). Los resultados muestran que los espectadores se interesan por el género cinematográfico (viaje del tiempo), los personajes, la trama, determinados contenidos socioculturales y la lengua española. Sus discusiones abordan cuestiones de interculturalidad, algunas cuestiones que son tabú en China y la cultura «fandom» en Asia. El estudio ilustra las potencialidades de participación, comunicación y aprendizaje en las redes sociales asiáticas, y supone una aportación interesante e innovadora al campo de la alfabetización mediática y digital, con varias sugerencias para fomentar la competencia intercultural con el uso de la cultura popular.
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Uehara, Takuro, and Naoko Kojima. "Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach." Education Sciences 11, no. 8 (July 27, 2021): 384. http://dx.doi.org/10.3390/educsci11080384.
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This study explored the prioritization of English-medium instruction (EMI) teachers’ needs for faculty development and institutional support by applying a best–worst scaling approach to an EMI program in Japan. This prioritization is important as EMI programs need management under various constraints (e.g., time, budget, and teachers). This study also investigated how teachers’ needs for institutional support differ by English language competence and EMI teaching experience and their relationship with EMI programs (e.g., full-time or adjunct). Questionnaire surveys administered to 38 EMI teachers revealed that, overall, faculty development (FD) program menus training teaching styles, speaking skills, communication skills, and respecting the diversity of students should be prioritized such that it varies depending on the teachers’ English language competence levels but not their teaching experience. Irrespective of their relationship with EMI programs, the recognition and appreciation of their burdens, efforts, and contributions is most needed. There are noticeable differences based on their position over the necessity of pedagogical guidelines, teaching load, and economic incentive.
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Takino, Miyuki. "Becoming BELF users: the learning process of business users of English and its conceptualization." Journal of English as a Lingua Franca 8, no. 2 (November 18, 2019): 235–67. http://dx.doi.org/10.1515/jelf-2019-2020.
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Abstract This paper examines the learning process of users of English as a business lingua franca (BELF) from the users’ own perspective and proposes a working model as a framework to understand this process. The discussion is based on a qualitative analysis of interviews of Japanese business people who have been raised and educated in Japan and have used BELF for professional purposes. The interviews explore the linguistic challenges that they have faced in performing their work in English and how they have dealt with these challenges. The prime focus of the discussion in this paper is how BELF users transformed themselves from “learners of English in the classroom” into “BELF users” during the early stage of their professional career. With this focus, I develop a working model of BELF users’ learning process by taking inspiration from the “Experiential Learning Theory” (Kolb 1984. Experiential learning: experience as the source of learning and development. New Jersey: Prentice Hall). Experiential Learning: Experience as The Source of Learning and Development. New Jersey: Prentice Hall), a widely used theoretical model of the learning process of adults, along with other theories in the field of management. The proposed model of BELF users places “learning from experience” of using English at the centre of the development of their English competence, supplemented by “learning from others” and “learning from studying.” This article concludes with pedagogical implications for professional training and higher education and beyond, as well as theoretical contributions to the understanding of English as a lingua franca (ELF)/BELF. By drawing on the detailed stories of Japanese BELF users, I present a dynamic view of the competence of (B)ELF users by considering the significant changes of their competence over time and space throughout their careers rather than a snapshot of their competence at a particular time.
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Mammadova, Aida. "Education in Biosphere Reserves to Enhance Intercultural Competence between Japanese and Russian Youth." European Journal of Sustainable Development 8, no. 5 (October 1, 2019): 87. http://dx.doi.org/10.14207/ejsd.2019.v8n5p87.
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Japan and Russian youth has many stereotypical cultural perceptions about each other’s culture, which in many times leads to cultural misunderstandings with negative effects. In this study we decided to use Biosphere Reserves (BRs), which are highly recognized areas under UNESCO’s MAB Programme for their conservation, learning and sustainable development initiatives, to enhance the cultural competence and awareness in youth of both countries. 50 Japanese students were divided into two groups and visited 3 Russian BR with 4 universities, with 2 weeks’ duration of each trip. Later 14 Russian students visited Japanese Mount Hakusan BR and participated in the academic BR training course for 3-weeks. We have conducted the specific survey to evaluate the changes in students’ knowledge, attitude and skills towards each other’s culture, and it was observed that all 3 elements were increased in all students. Besides 90% of students replied that they were strongly agree, that BR helped them to understand cultural diversity of each county. 87% replied that community interaction was the most effective way to break cultural stereotypes. This kind of cross-cultural communication in BR, showed very positive results and can be used as the new methodology for the future environmental education. Keywords: Environmental Education, Sustainability, Biosphere Reserves, Cultural Competence, Awareness
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Ota, Eri, and Rie Murakami-Suzuki. "Effects of Online Problem-Based Learning to Increase Global Competencies for First-Year Undergraduate Students Majoring in Science and Engineering in Japan." Sustainability 14, no. 5 (March 3, 2022): 2988. http://dx.doi.org/10.3390/su14052988.
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The purpose of this paper is to assess learning outcomes and the process of developing skill sets of online problem-based learning (PBL) for students majoring in science and engineering at a technical university in Japan. PBL course for first-year undergraduate students was organized with international students as teaching assistants (TAs) to find issues and solutions of the target countries. Due to the effects of COVID-19, the course was completely shifted online in the 2020 academic year. Topics selected by group members were all in line with sustainable development goals (SDGs). Three skill sets to be developed through this PBL course are global awareness, problem-solving and finding, and multicultural communication and understanding. A series of analyses on text mining and content analysis was conducted of essays and reports submitted by students registered for the course. This paper summarizes the structure and pedagogy of the course, research methods, research results and reasons for findings. Research results indicated that all three skill sets were well developed in students through this online PBL course by conducting a study of selected countries with group members, carefully listening to other groups’ presentations in the class, conducting data analysis and online interviews, and communicating with TAs in English. Based on the findings, efforts to maintain quality education in conducting online PBL are also discussed.
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Honda, Kaori, Yuri Fujitani, Seiko Nakajima, Aya Goto, Atsushi Kumagai, Hiromi Komiya, Tomoyuki Kobayashi, Yoshitake Takebayashi, and Michio Murakami. "On-site training program for public health nurses in Fukushima Prefecture, Japan: Effects on risk communication competencies." International Journal of Disaster Risk Reduction 67 (January 2022): 102694. http://dx.doi.org/10.1016/j.ijdrr.2021.102694.
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Heimbürger, Anneli, and Yasushi Kiyoki. "On Temporal Aspects in Cross-Cultural e-Collaboration Between Finland and Japan Research Teams." International Journal of e-Collaboration 14, no. 2 (April 2018): 37–54. http://dx.doi.org/10.4018/ijec.2018040103.
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Time is an essential dimension in cross-cultural e-collaboration among research project teams. Understanding temporal aspects and project dynamics in cross-cultural research e-collaboration and related processes can improve team members' skills in cross-cultural communication and increase their cultural competence. The present case cultures are Finnish and Japanese, and the case universities are the University of Jyväskylä (Finland) and Keio University (Japan). Three issues are addressed in this article. First, cultural dimensions and time models in the cross-cultural e-collaboration context are discussed. Second, temporal aspects related to e-collaboration activities are introduced. Third, formal, ontological approaches for identifying and describing temporal entities in cross-cultural e-collaboration are presented and examples of applications are given. The objectives of this article are (1) to deepen the knowledge and understanding of temporal aspects (informal and formal) in a cross-cultural e-collaboration environment (CCeCE) and (2) to create know-how for designing CCeCE-like systems.
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Yamashita, Taka, Giyeon Kim, Chih-ling Liou, Takatoshi Ando, Darren Liu, and Anthony Bardo. "Education and Literacy in the Digital Divide: Cross-National Comparison of East Asia and the USA." Innovation in Aging 4, Supplement_1 (December 1, 2020): 315. http://dx.doi.org/10.1093/geroni/igaa057.1008.
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Abstract The disproportionate access to, and utilization of, modern information, communication and computer technologies in later life (or Digital divide) is widely recognized as a major problem in economically developed nations. Extant research has established that the digital divide is largely contingent on advanced age and socioeconomic status (e.g., educational attainment). Yet, most studies have exclusively focused on Western populations. Thus, the objective of this study was to examine patterns in the digital divide by educational attainment, and identify the role that basic skills (i.e., literacy) play in shaping cross-national differences. Internationally representative data of adults aged 45 years and older from Japan, South Korea, and the US were obtained from the Program for International Assessment of Adult Competencies (PIAAC). The PIAAC data include information on everyday digital technology use (e.g., computer device, email, online information and transactions), sociodemographic characteristics, and systematic literacy assessments (score 1-500). Based on results from weighted binary logistic regression models that used the moderator function, the effects of education on email use were significantly weaker (odds-ratio = 0.78, p < 0.05) in Japan vs. US, but equivalent in Japan vs. South Korea (p > 0.05). Additionally, education (odds-ratio = 1.22, p < 0.05) and literacy (odds-ratio = 1.01, p < 0.05) were consistent predictors a digital divide, and the effects of literacy were similar across all three nations (p > 0.05). Theoretical explanations of findings and other results are discussed in cultural contexts.
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Cameron, Denise. "Willingness to communicate in english as a second language as a stable trait or context-influenced variable." Australian Review of Applied Linguistics 36, no. 2 (January 1, 2013): 177–96. http://dx.doi.org/10.1075/aral.36.2.04cam.
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Whether Willingness to Communicate (WTC) is a permanent trait or is modified by situational context has previously been investigated in various studies (e.g. Cao & Philp, 2006; Kang, 2005; MacIntyre & Legatto, 2011). However, most research into WTC has been quantitative or conducted in the English as a Foreign Language (EFL) or Study Abroad situation in countries such as Canada, Japan, Korea and China. This article reports on the qualitative component of an exploratory mixed methods study in a New Zealand (NZ) university with participants who are permanent migrants from Iran. These students completed a questionnaire and participated in further in-depth semi-structured interviews. The article provides an overview of previous research into WTC and motivation in Iran and NZ as the context for these three case studies. In this study, six factors, both trait and situational, were identified as having an effect on these students’ WTC in both countries: self-perceived competence; personality; anxiety; motivation and the importance of English; and the learning context. Finally, this article discusses the contribution of this study to the WTC field of research, identifying the implications of these results for teachers of English in the ESL (English as a Second Language or migrant) context and possible avenues for future research.
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Toyama, Itsuko, and Taeko Nakashima. "Aging of a Model Minority: A Diachronic Analysis of Two Quantitative Research Studies on Aging of Japanese in New York." Innovation in Aging 5, Supplement_1 (December 1, 2021): 230–31. http://dx.doi.org/10.1093/geroni/igab046.890.
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Abstract This is a diachronic analysis of two quantitative research studies on the aging of Japanese and Japanese Americans living in Greater New York. How have older Japanese individuals, who once have been referred as “model minority,” lived and aged in Greater New York? All the data in this paper are based on the first research study conducted in 2006 and the second in 2018 (Ethical approval reference number 6, 2018). This paper reveals both the social transitoriness and the cultural immutability of the Japanese elderly community in Greater New York. The following is a summary of the findings: (1) a growing Japanese American community with US citizenship, higher academic qualification, and better communication competency has been observed. (2) The allowable range of private expense to hire personal caregivers has been widened. (3) Not only the concerns and anxieties for later lives but also the plans and preparations for aging are much the same. (4) The elderly are provided with culturally specific care (with regard to language, food, and concept of care)—even allowed to live with other Japanese people—and the needs of caregivers who can understand Japanese culture are satiated. (5) Almost half of those in the community find it difficult to eliminate the possibility of returning to Japan, and some of them have already chosen to migrate back to Japan.
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Kawashima, Michie. "Giving instruction on self-care during midwifery consultations in Japan." Journal of Asian Pacific Communication 20, no. 2 (July 15, 2010): 207–25. http://dx.doi.org/10.1075/japc.20.2.03kaw.
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This study focuses on instructional talk during prenatal visits in Japan. In order to prepare an upcoming delivery, a midwife often engages in instructional talk about the patient’s self-care at home. Yet, giving instruction is an interactionally challenging task, even in the medical setting. For example, a recipient may not accept advice easily, since this may reveal a recipient’s lack of knowledge and incompetence. By using conversation analysis, I find some interactional steps through which a midwife establishes interactional relevance of instruction. These steps include (1) assuring readiness of a recipient, (2) unpacking instruction and (3) contextualizing the instruction to a recipient’s everyday life. In each step, a patient’s claim for her competency and concern is used as a resource for developing the instructions. For example, a midwife gives advice to a patient about self-care in order to address the patient concerns. Instead of simply teaching what is generally considered necessary to self-care for delivery, a midwife designs her advice according to what an individual patient has expressed as a concern and what can be anticipated for her situation given her social category. This allows a more individualized presentation manner, which may encourage a patient’s active participation in her self-care.
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Rahman, Mizanur, Saadiyah Darus, and Nazia Hussain. "ENGLISH LANGUAGE COMPETENCY AND OUTSOURCED CALL CENTERS IN BANGLADESH." Jurnal Pendidikan Bahasa dan Sastra 15, no. 2 (December 3, 2015): 123. http://dx.doi.org/10.17509/bs_jpbsp.v15i2.1235.
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AbstractThis paper attempts to investigate whether or not the English competency of Customer Service Representatives (CSRs) is hindering the growth and development of outsourced call centers in Bangladesh. It also looks into the problems being faced by call centers in hiring English competent CSRs. A limited appraisal of the English communication training of the CSRs offered by Call Centre Training Institutes is also within the purview of the paper. With this purpose 33 supervisors of different call centers, who are in charge of monitoring the CSRs, have been interviewed with a questionnaire comprised of both close and open ended questions. The result shows there is scarcity of skilled English communicators which is one of the major barriers in the growth and development of the call centers. However, factors like product knowledge, intercultural communication skills, service personality are also crucial as they are integral for successful transaction and addressing them will pave the way for the progress of the industry. The result also implicitly indicates that mainstream education system in Bangladesh is still unable to produce competent English communicators. The findings of the study reveal that the current shortage of skilled manpower can further become more acute when call center industry grows in line with the expectation of the government. It is also revealed that the call center training institutes are incapable of delivering the kind of training required for the aspirant CSRs. This study pinpoints the necessity of future research in several directions to ensure a balance between the demand and supply of native like fluent English communicators for call center Industry in Bangladesh. Keywords: English language competency, outsourced call centers, CRRs Abstrak Tulisan ini mencoba untuk menyelidiki apakah kompetensi bahasa Inggris Perwakilan Layanan Pelanggan (Customer Service Representatives/CSR) menghambat pertumbuhan dan perkembangan pusat-pusat panggilan pengalihluaran di Bangladesh. Tulisan ini juga menyelidiki masalah yang dihadapi oleh pusat panggilan dalam mempekerjakan CSR yang berkompeten dalam bahasa Inggris. Sebuah penilaian terbatas dari pelatihan komunikasi bahasa Inggris bagi CSR yang ditawarkan oleh Lembaga Pelatihan Pusat Panggilan akan menjadi pembahasan dalam artikel ini. Untuk mencapai tujuan ini, 33 pengawas dari pusat-pusat panggilan yang berbeda, yang bertugas memantau CSR, telah diwawancarai dengan kuesioner terdiri dari pertanyaan tertutup dan terbuka. Hasilnya menunjukkan ada kelangkaan staf yang terampil dalam bahasa Inggris yang menjadi salah satu hambatan utama dalam pertumbuhan dan perkembangan pusat panggilan. Namun, faktor-faktor seperti pengetahuan produk, kemampuan komunikasi antarbudaya, kepribadian layanan juga berperan penting karena semuanya merupakan bagian integral transaksi yang berhasil dan upaya peningkatan semua faktor tersebut akan membuka jalan bagi kemajuan industri. Hasilnya juga secara implisit menunjukkan bahwa sistem pendidikan utama di Bangladesh masih mampu menghasilkan individu yang berkompeten dalam bahasa Inggris. Temuan penelitian ini juga mengungkapkan bahwa kekurangan tenaga kerja yang terampil dapat menjadi lebih parah ketika industri pusat panggilan tumbuh sejalan dengan harapan pemerintah. Terungkap juga bahwa lembaga pelatihan pusat panggilan tidak mampu menyediakan jenis pelatihan yang dibutuhkan oleh para calon CSR. Penelitian ini menunjukkan perlunya penelitian masa depan di beberapa aspek untuk memastikan keseimbangan antara permintaan dan pasokan individu yang fasih berbahasa Inggris seperti penutur jati untuk Industri pusat panggilan di Bangladesh. Kata kunci: Kompetensi bahasa Inggris, pusat panggilan pengalihluaran, CSR
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Ujiie, Saeko Ozawa. "Impacts and implications of English as the corporate official language policy: A case in Japan." Journal of English as a Lingua Franca 9, no. 1 (October 25, 2020): 103–29. http://dx.doi.org/10.1515/jelf-2020-2035.
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AbstractIncreasing numbers of corporations are now operating across national borders as a result of globalization. The “language barrier” is the first and foremost challenge they encounter when starting a business in a foreign market, and many companies are trying to solve the problem by adopting a common corporate language. Using English as an official corporate language is the most common solution for those corporations. The present study explored the impacts of English as a corporate official language policy implemented at a company, a rapidly developed high profile IT Company with 20,000 employees, in Japan, a country often perceived to be relatively monolingual and monocultural. When I started studying the company, I first found that the company’s motive to use English as the official corporate language was different from other instances of corporate language policy making I had come across. In previous studies (e.g., Feely & Harzing 2003; Marschan-Piekkari, Welch, & Welch 1999), the companies implemented common corporate language to solve problems caused by language barriers between employees with diverse linguistic backgrounds. However, the company in this study implemented the corporate language policy to prepare for globalization and recruit talents globally. When the company introduced the English-only language policy, most of the employees of the company were Japanese. Therefore, at the time of implementing the language policy, there was no compelling reason for them to use English. The language policy did not work effectively except for a few departments with non-Japanese employees who spoke different first languages. English functioned as a lingua franca in those departments with multinational employees. The findings indicate that for NNESs (non-native English speakers) to communicate with each other in English, the environment has to be more multilingual, less dominated by a single first language. Although almost all Japanese citizens are required to take intensive English courses in compulsory schoolings, the average level of English proficiency is considered to be relatively low in the advanced economies. The present study indicates that it is not for linguistic competence but a lack of interaction with other ELF speakers. Therefore, for learners of ELF in an intensely monolingual society such as Japan to become competent communicators in ELF, providing multilingual learning environments would be more effective than the prevailing teaching practices of classroom learning in L1 Japanese speaker only environments.
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Huang, I.-Chen. "‘Everybody learns English, and so do I’: The dominance of English and its effects on individuals." English Today 32, no. 1 (December 11, 2015): 28–34. http://dx.doi.org/10.1017/s0266078415000504.
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In some Asia-Pacific countries, English is neither an ethnic heritage nor a colonial legacy. The dominant position of English can also be a result of it being the common language for worldwide communication. The superiority of the English language in such countries manifests itself in language policy and national curricula which leads to a frantic pursuit of English. An educational trend in China, Japan, Taiwan, and Vietnam is to start English instruction early to give children an edge in second language acquisition. A rationale used for this is the positive relationship between a nation's international competiveness and the English language competence of its citizens (Baldauf & Nguyen, 2013; Hu, 2009; Park, 2009). One example of a nationwide English learning movement is ‘the-earlier-the-better’ in Taiwan. To win elections, electoral candidates used to propose English instruction to be available at Grade 1 (age of 6) although the Ministry of Education ruled for Grade 5 (age of 10) to be the year for English to be introduced (Chang, 2009). Another example of early English learning is overseas study in South Korea. Young children are sent to North America to receive long-term education so that they can learn to speak English without a Korean accent (Song, 2010).