Dissertations / Theses on the topic 'Japanese students Australia'

This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.

Do Australian and Japanese university students feel that social marketing is encroaching on their freedoms or empowering them? For example, how do they react to social marketing messages such as ‘Don’t Drink and Drive’ and ‘Reduce, Reuse, Recycle’? Social marketing activities include advocating for environmental change, laws, and regulations as well as making recommendations to individuals to change behaviours to promote the good of society; however, some people believe that such activities are attempts to control people, infringing upon their individual freedom. While behavioural models and theories have recognised the influence of an individual’s predisposition towards a recommended behaviour (such as quitting smoking), at present, there has been little attention paid to an individual’s predisposition towards the social change directives themselves, the social marketing activities/techniques in general; the present study is calling this predisposition the individual’s ‘readiness to accept’ social marketing activities. Hence, this study investigated the influence of values relating to the freedom of the individual on ‘readiness to accept government-sponsored social marketing activities’ in Australian and Japanese university students aged between 18 and 23 years.

Since the “Project of Accepting 100,000 Students from Abroad” was proposed by the Japanese government in 1983, the number of international students in Japan has increased dramatically to reach ten times the level of 23 years ago. Yet, despite the enhanced opportunities for international and local Japanese students to interact, there is evidence that meaningful intercultural interactions between the two groups have not taken place consistently (Hicks, 1988; Jou & Fukuda, 1995; Tanaka, et al., 1997). The aim of this research was to develop a better understanding of the process of intercultural relational development between international and Japanese students in a Japanese context. More specifically, the research aimed to identify elements which facilitate or inhibit the two groups' intercultural relational development over a period of time, the nature of socio-emotional challenges that are experienced along the way, and how these are interpreted by students themselves. Several interpersonal relationship theories, cross-cultural communication theory, and research on cross-cultural and intercultural relational development were reviewed to form the conceptual background of the research. In combination, they contributed to provide a holistic approach to studying the complex dynamic, interactive and reciprocal nature of intercultural relational development. Using naturalistic inquiry at a single site over a period of nine months, an empirical study investigated the intercultural relational development taking place among a small number of Australian and Japanese students who lived at the International House of a private Japanese university. Research methods included four semi-structured interviews with each participant, the use of various stimulus materials, including critical incidents to elicit multiple interpretations, as well as the researcher's continuous field observations. The study revealed some of the factors that facilitated and alternatively inhibited social interactions between the two groups, at different stages of their relational development. Students' spontaneous accounts of critical incidents, combined with their subjective interpretations of the same incidents provided insight into the socio-emotional challenges experienced by students in the process of intercultural relational development. Whereas most students' accounts and interpretations could be related to cultural background and experience, there was also evidence that some strategies for developing intercultural relationships as well as some interpretations of socio-emotional challenges were related to gender rather than cultural background. Unexpectedly, the research also found that social drinking was perceived by many students, across the two groups, as a facilitating factor at the early stage of intercultural development. Overall, the empirical study revealed that Japanese students experienced more socio-emotional challenges than Australian students. Differences in sense of humor and in perceived appropriateness of introducing conversational topics of a private nature were given special attention as these appeared to present major socio-emotional challenges for Japanese students. Both cultural background and gender seemed to have an impact on students' interpretations of these challenges. The thesis concludes with some suggestions for future research and for how intercultural learning between international students and host nationals could be enhanced in the Japanese context. Finally, the study makes a unique methodological contribution to research related to international students, through the use of a longitudinal design, a focus on situated experiences and socio-emotional challenges, and more generally, through a reciprocal approach to the study of intercultural relational development in the context of the internationalisation of higher education.

Since the 'Project of Accepting 100,000 Students from Abroad' was proposed by the Japanese government in 1983, the number of international students in Japan has increased dramatically to reach ten times the level of 23 years ago. Yet, despite the enhanced opportunities for international and local Japanese students to interact, there is evidence that meaningful intercultural interactions between the two groups have not taken place consistently (Hicks, 1988; Jou and Fukuda, 1995; Tanaka, et al., 1997). The aim of this research was to develop a better understanding of the process of intercultural relational development between international and Japanese students in a Japanese context. More specifically, the research aimed to identify elements which facilitate or inhibit the two groups' intercultural relational development over a period of time, the nature of socio-emotional challenges that are experienced along the way, and how these are interpreted by students themselves. Several interpersonal relationship theories, cross-cultural communication theory, and research on cross-cultural and intercultural relational development were reviewed to form the conceptual background of the research. In combination, they contributed to provide a holistic approach to studying the complex dynamic, interactive and reciprocal nature of intercultural relational development. Using naturalistic inquiry at a single site over a period of nine months, an empirical study investigated the intercultural relational development taking place among a small number of Australian and Japanese students who lived at the International House of a private Japanese university. Research methods included four semi-structured interviews with each participant, the use of various stimulus materials, including critical incidents to elicit multiple interpretations, as well as the researcher's continuous field observations. The study revealed some of the factors that facilitated and alternatively inhibited social interactions between the two groups, at different stages of their relational development. Students' spontaneous accounts of critical incidents, combined with their subjective interpretations of the same incidents provided insight into the socio-emotional challenges experienced by students in the process of intercultural relational development. Whereas most students' accounts and interpretations could be related to cultural background and experience, there was also evidence that some strategies for developing intercultural relationships as well as some interpretations of socio-emotional challenges were related to gender rather than cultural background. Unexpectedly, the research also found that social drinking was perceived by many students, across the two groups, as a facilitating factor at the early stage of intercultural development. Overall, the empirical study revealed that Japanese students experienced more socio-emotional challenges than Australian students. Differences in sense of humor and in perceived appropriateness of introducing conversational topics of a private nature were given special attention as these appeared to present major socio-emotional challenges for Japanese students. Both cultural background and gender seemed to have an impact on students' interpretations of these challenges. The thesis concludes with some suggestions for future research and for how intercultural learning between international students and host nationals could be enhanced in the Japanese context. Finally, the study makes a unique methodological contribution to research related to international students, through the use of a longitudinal design, a focus on situated experiences and socio-emotional challenges, and more generally, through a reciprocal approach to the study of intercultural relational development in the context of the internationalisation of higher education.

While young females have received considerable attention, relatively little research has examined other groups within the Japanese youth travel market. The young Japanese, like their western counterparts, have a strong desire for leisure activities, in particular, overseas travel. Among them, university and college students have become one of the major forces in the Japanese leisure and travel market. Students are believed to have relatively more spare time and money to realise their desire for overseas travel. However, there is little information available on their travel preferences and behaviour. This study, therefore, aimed to investigate the travel expectations and behaviour of Japanese tertiary students and their potential for Australian tourism.

Mito, Susanna K. A.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (p. 211-226).
Abstracts in English and Chinese; appendix also in Japanese.
ABSTRACT (English) --- p.i
ABSTRACT (Chinese) --- p.ii
ACKNOWLEDGEMENTS --- p.v
TABLE OF CONTENTS --- p.vii
LIST OF TABLES --- p.xix
ACRONYMS --- p.xx
Chapter CHAPTER 1 --- INTRODUCTION
Chapter 1.1 --- Background to this Study --- p.1
Chapter 1.2 --- Purpose of this Study --- p.2
Chapter 1.3 --- Research Questions --- p.3
Chapter 1.4 --- Significance of this Study --- p.4
Chapter 1.5 --- Organization --- p.5
Chapter CHAPTER 2 --- LITERATURE REVIEW
Chapter 2.1 --- Introduction --- p.7
Chapter 2.1.1 --- Terminology --- p.7
Chapter 2.1.1.1 --- Study Abroad --- p.7
Chapter 2.1.1.2 --- Program Duration --- p.8
Chapter 2.2 --- Overview of Study Abroad Literature --- p.8
Chapter 2.2.1 --- Product-Orientated Studies of Language and Intercultural Learning --- p.9
Chapter 2.2.2 --- Process-Orientated Studies of Language and Intercultural Learning --- p.11
Chapter 2.3 --- Intercultural Communicative Competence --- p.16
Chapter 2.3.1 --- Byram's (1997) Model of Intercultural Communicative Competence --- p.21
Chapter 2.4 --- Individual Differences and Study Abroad --- p.27
Chapter 2.4.1 --- Attitude --- p.28
Chapter 2.4.2 --- "Motivation, Investment and Language Learning" --- p.31
Chapter 2.4.3 --- Willingness to Communicate (WTC) --- p.33
Chapter 2.4.4 --- Language Anxiety --- p.35
Chapter 2.4.5 --- Self-Efficacy --- p.36
Chapter 2.4.6 --- "Ecology, Linguistic/Cultural Affordances and Agency" --- p.37
Chapter 2.4.7 --- Culture Shock and Adjustment --- p.39
Chapter 2.5 --- Summary --- p.44
Chapter CHAPTER 3 --- STUDY ABROAD PROGRAM OVERVIEW AND RESEARCH METHODOLOGY
Chapter 3.1 --- Introduction --- p.46
Chapter 3.2 --- Part One: Overview of the Micro-term Study Abroad Program --- p.46
Chapter 3.2.1 --- Overview of the Micro-term Study Abroad Program --- p.46
Chapter 3.2.1.1. --- Program Aims --- p.46
Chapter 3.2.1.2 --- Home Institution --- p.47
Chapter 3.2.1.2.1 --- Background --- p.47
Chapter 3.2.1.2.2 --- International Course --- p.47
Chapter 3.2.1.3 --- Host Institution --- p.48
Chapter 3.2.1.3.1 --- Background --- p.48
Chapter 3.2.1.3.2 --- Homestay Family Selection Process --- p.48
Chapter 3.2.1.3.3 --- The Buddy System --- p.49
Chapter 3.2.2 --- Program Components --- p.49
Chapter 3.2.2.1 --- Pre-Sojourn --- p.49
Chapter 3.2.2.1.1 --- Pre-Sojourn Preparation --- p.49
Chapter 3.2.2.1.1.1. --- Pre-Sojourn Recruitment --- p.50
Chapter 3.2.2.1.2 --- Orientation Materials --- p.51
Chapter 3.2.2.1.3 --- Orientation Procedures --- p.53
Chapter 3.2.2.1.3.1 --- Cultural Exchange Preparation --- p.53
Chapter 3.2.2.1.3.2 --- Comparative Study --- p.53
Chapter 3.2.2.1.3.3 --- Goal Setting --- p.54
Chapter 3.2.2.1.3.4 --- Linguistic Preparation --- p.54
Chapter 3.2.2.2 --- Sojourn --- p.54
Chapter 3.2.2.3 --- Post-Sojourn --- p.55
Chapter 3.3 --- Part Two: Investigation of the Micro-term Study Abroad Program --- p.55
Chapter 3.3.1 --- Research Design --- p.55
Chapter 3.3.2 --- The Researcher --- p.56
Chapter 3.3.3 --- Pilot Study --- p.57
Chapter 3.3.3.1 --- Aims --- p.57
Chapter 3.3.3.2 --- Instrument Testing --- p.57
Chapter 3.3.3.3 --- Data Processing and Analysis --- p.58
Chapter 3.3.3.4 --- Findings --- p.59
Chapter 3.3.3.5 --- Lessons Learned --- p.60
Chapter 3.3.4 --- Main Study --- p.61
Chapter 3.3.4.1 --- Stakeholders --- p.61
Chapter 3.3.4.1.1 --- Home Institution --- p.61
Chapter 3.3.4.1.1.1 --- Ms Mori --- p.61
Chapter 3.3.4.1.1.2 --- Mr Fujimori --- p.62
Chapter 3.3.4.1.1.3 --- Japan Travel Bureau (JTB) --- p.62
Chapter 3.3.4.1.2 --- Host Institution --- p.63
Chapter 3.3.4.1.2.1 --- Ms Ross --- p.63
Chapter 3.3.4.1.2.2 --- Mrs Farmer --- p.63
Chapter 3.3.4.1.2.3 --- Mr Cressing --- p.64
Chapter 3.3.4.1.2.4 --- Mr French --- p.64
Chapter 3.3.4.1.3 --- Host Family Profiles --- p.64
Chapter 3.3.4.2 --- Data Collection --- p.66
Chapter 3.3.4.2.1 --- Questionnaires --- p.67
Chapter 3.3.4.2.2 --- Interviews --- p.70
Chapter 3.3.4.2.3 --- Journals --- p.71
Chapter 3.3.4.2.4 --- Observation and Field Notes --- p.72
Chapter 3.3.4.3 --- Triangulation of Data --- p.73
Chapter 3.3.4.4 --- Time Frame and Data Collection --- p.73
Chapter 3.3.4.5 --- Data Processing and Analysis --- p.75
Chapter 3.3.4.6 --- Participants --- p.76
Chapter 3.3.4.6.1 --- Selection Criteria for Four Case Participants --- p.76
Chapter 3.3.4.6.2 --- Demographic and Language Background --- p.77
Chapter 3.3.5 --- Validity and Reliability --- p.79
Chapter 3.3.6 --- Ethics --- p.80
Chapter 3.3.7 --- Limitations --- p.81
Chapter 3.3.8 --- Summary --- p.83
Chapter CHAPTER 4 --- STUDENT STORIES:HlROKO AND KENJI
Chapter 4.1 --- Introduction --- p.85
Chapter 4.2 --- Hiroko's Journey --- p.85
Chapter 4.2.1 --- Profile & Family Background --- p.85
Chapter 4.2.2 --- Background in English --- p.86
Chapter 4.3 --- Pre-Sojourn --- p.87
Chapter 4.3.1 --- Concerns --- p.87
Chapter 4.3.2 --- Sojourn Aims --- p.87
Chapter 4.4 --- Sojourn --- p.88
Chapter 4.4.1. --- Sabrina & the Host Family --- p.88
Chapter 4.4.2 --- First Impressions --- p.88
Chapter 4.4.3 --- Interaction with her Buddy..............................: --- p.90
Chapter 4.4.4 --- School Recess Time --- p.91
Chapter 4.4.5 --- Stomachaches --- p.91
Chapter 4.4.6 --- Rejecting her Buddy --- p.92
Chapter 4.4.7 --- Outpourings --- p.93
Chapter 4.4.8 --- Different Styles of Mentoring --- p.94
Chapter 4.4.9 --- Growing Calm --- p.95
Chapter 4.4.10 --- A Good Ending --- p.96
Chapter 4.5 --- Immediately Post-Sojourn --- p.96
Chapter 4.6 --- Four Months Post-Sojourn --- p.98
Chapter 4.7 --- Kenji's Journey --- p.100
Chapter 4.7.1 --- Profile & Family Background --- p.100
Chapter 4.7.2 --- Background in English --- p.102
Chapter 4.8 --- Pre-Sojourn --- p.103
Chapter 4.8.1 --- Concerns --- p.103
Chapter 4.8.2 --- Sojourn Aims --- p.103
Chapter 4.9 --- Sojourn --- p.104
Chapter 4.9.1. --- Nancy & the Host Family --- p.104
Chapter 4.9.2 --- Sudden Apprehension --- p.104
Chapter 4.9.3 --- Feeling I11 --- p.106
Chapter 4.9.4 --- Return to School following his Illness --- p.108
Chapter 4.9.5 --- Inability to Connect with his Buddy --- p.108
Chapter 4.9.6 --- Kenji´ةs Need for Company Satisfied --- p.110
Chapter 4.9.7 --- Starting to Feel Part of the Family --- p.111
Chapter 4.9.8 --- Program Participation --- p.112
Chapter 4.9.9 --- Departure from the Australian School --- p.113
Chapter 4.10 --- Immediately Post-Sojourn --- p.114
Chapter 4.11 --- Four Months Post-Sojourn --- p.116
Chapter 4.12 --- Summary --- p.118
Chapter CHAPTER 5 --- STUDENT STORIES: CHIAKI AND YUMI
Chapter 5.1 --- Introduction --- p.119
Chapter 5.2 --- Chiaki´ةs Journey --- p.119
Chapter 5.2.1 --- Profile & Family Background --- p.119
Chapter 5.2.2 --- Background in English --- p.120
Chapter 5.3 --- Pre-Sojourn --- p.121
Chapter 5.3.1 --- Concerns --- p.121
Chapter 5.3.2 --- Sojourn Aims --- p.121
Chapter 5.4 --- Sojourn --- p.122
Chapter 5.4.1 --- David & the Host Family --- p.122
Chapter 5.4.2 --- First Impressions --- p.123
Chapter 5.4.3 --- “Enviable´ح --- p.123
Chapter 5.4.4 --- A Full Homestay Program --- p.124
Chapter 5.4.5 --- Easy Communication with her Buddy --- p.125
Chapter 5.4.6 --- Lack of Agency --- p.126
Chapter 5.4.7 --- New Perspectives on Gender Relations --- p.128
Chapter 5.4.8 --- Deepening Buddy Friendship --- p.128
Chapter 5.4.9 --- Departure from the Australian School --- p.129
Chapter 5.5 --- Immediately Post-Sojourn --- p.130
Chapter 5.6 --- Four Months Post-Sojourn --- p.132
Chapter 5.7 --- Yumi´ةs Journey --- p.134
Chapter 5.7.1 --- Profile & Family Background --- p.134
Chapter 5.7.2 --- Background in English --- p.135
Chapter 5.8 --- Pre-Sojourn --- p.136
Chapter 5.8.1 --- Concerns --- p.136
Chapter 5.8.2 --- Sojourn Aims --- p.136
Chapter 5.9 --- Sojourn --- p.137
Chapter 5.9.1 --- Joy & the Host Family --- p.137
Chapter 5.9.2 --- First Impressions --- p.138
Chapter 5.9.3 --- Feeling Rejected by her Hosts --- p.139
Chapter 5.9.4 --- An Ethnocentric Lens --- p.140
Chapter 5.9.5 --- The Role of the Japanese Group --- p.141
Chapter 5.9.6 --- Host family Perspectives --- p.142
Chapter 5.9.7 --- Breakdown and Mediation --- p.143
Chapter 5.9.8 --- Identifying with her Group --- p.144
Chapter 5.9.9 --- Departure from the Australian School --- p.146
Chapter 5.10 --- Immediately Post-Sojourn --- p.146
Chapter 5.11 --- Four Months Post-Sojourn --- p.147
Chapter 5.12 --- Summary --- p.150
Chapter CHAPTER 6 --- RESULTS AND DISCUSSION
Chapter 6.1 --- Introduction --- p.152
Chapter 6.2 --- Guiding Question One --- p.152
Chapter 6.2.1 --- Savoir etre --- p.152
Chapter 6.2.2 --- Savoirs --- p.157
Chapter 6.2.3 --- Savoir faire --- p.159
Chapter 6.2.4 --- Savoir apprendre --- p.163
Chapter 6.3 --- Guiding Question Two --- p.166
Chapter 6.3.1 --- Personal Development --- p.166
Chapter 6.3.2 --- Intercultural Development --- p.167
Chapter 6.3.3 --- Linguistic Development --- p.169
Chapter 6.4 --- Guiding Question Three --- p.170
Chapter 6.4.1 --- The Japanese Home Institution --- p.170
Chapter 6.4.2 --- The Australian Host Institution --- p.173
Chapter 6.5 --- Guiding Question Four --- p.173
Chapter 6.5.1 --- Yumi --- p.173
Chapter 6.5.2 --- Hiroko --- p.175
Chapter 6.5.3 --- Chiaki --- p.175
Chapter 6.5.4 --- Kenji --- p.176
Chapter 6.6 --- Summary of Findings --- p.178
Chapter 6.7 --- Summary --- p.180
Chapter CHAPTER 7 --- CONCLUSION
Chapter 7.1 --- Introduction --- p.182
Chapter 7.2 --- Pedagogical Implications --- p.182
Chapter 7.2.1 --- Pre-Sojourn --- p.183
Chapter 7.2.1.1 --- Initial Stages and Procedures --- p.183
Chapter 7.2.1.1.1 --- Needs Analysis --- p.183
Chapter 7.2.1.1.2 --- Program Design --- p.184
Chapter 7.2.1.1.3 --- Advance Planning and Communications --- p.186
Chapter 7.2.1.2 --- Home Institution --- p.186
Chapter 7.2.1.2.1 --- Pre-Sojourn Orientation --- p.187
Chapter 7.2.1.2.2 --- Linguistic Preparation --- p.188
Chapter 7.2.1.2.3 --- Intercultural Learning Preparation --- p.190
Chapter 7.2.1.2.4 --- Intercultural Awareness Building --- p.191
Chapter 7.2.1.2.5 --- Student Goals --- p.191
Chapter 7.2.1.2.6 --- Cultural Exchange Preparation --- p.192
Chapter 7.2.1.2.7 --- Access to Past Sojourners --- p.193
Chapter 7.2.1.3 --- Host Institution --- p.193
Chapter 7.2.1.3.1 --- Selection of Buddies and Peer-matching --- p.193
Chapter 7.2.1.3.2 --- Orientation of Buddies --- p.194
Chapter 7.2.1.3.3 --- Selection of Homestay Families --- p.195
Chapter 7.2.1.3.4 --- Orientation of Homestay Families --- p.196
Chapter 7.2.2 --- Sojourn --- p.198
Chapter 7.2.2.1 --- Arrival Orientation --- p.198
Chapter 7.2.2.2 --- Program Content --- p.198
Chapter 7.2.2.3 --- Mid-Sojourn Debriefing --- p.199
Chapter 7.2.2.4 --- Reflective Learning using Diaries --- p.200
Chapter 7.2.2.5 --- Programmed Cultural Learning --- p.201
Chapter 7.2.2.6 --- Activities with Buddies --- p.202
Chapter 7.22.7 --- Support and Guidance throughout the Sojourn --- p.203
Chapter 7.2.2.8 --- Closure --- p.204
Chapter 7.2.3 --- Post-Sojourn --- p.204
Chapter 7.2.3.1 --- Home Institution --- p.204
Chapter 7.2.3.1.1 --- Reentry Shock --- p.204
Chapter 7.2.3.1.2 --- Sojourner Debriefing --- p.205
Chapter 7.2.3.2 --- Host Institution --- p.205
Chapter 7.2.3.2.1 --- Buddy Debriefing --- p.205
Chapter 7.3 --- Research Implications --- p.206
Chapter 7.3.1 --- Limitations of this Study --- p.206
Chapter 7.3.2 --- Suggestions for Further Study --- p.207
Chapter 7.4 --- Summary --- p.209
REFERENCES --- p.211
APPENDIX A Stakeholder Interviews
Chapter A.1 --- Mr Oda (JTB) --- p.227
Chapter A.2 --- Mr French --- p.228
Chapter A.3 --- Mr Cressing --- p.229
Chapter A.4 --- Mrs Farmer --- p.230
APPENDIX B Pilot Study - Questionnaires (Japanese & English)
Chapter B.1 --- Pre-Study Abroad Language Contact Profile --- p.231
Chapter B.2 --- Pre-Study Abroad Questionnaire - Students --- p.236
Chapter B.3 --- Pre-Study Abroad Questionnaire - Teachers --- p.239
Chapter B.4 --- Pre-Study Abroad Questionnaire - Parents --- p.241
Chapter B.5 --- Adapted SES Survey 1 --- p.243
Chapter B.6 --- Adapted SES Survey 2 --- p.247
APPENDIX C Main Study - Questionnaires (Japanese & English)
Chapter C.1 --- Pre-Study Abroad Language Contact Profile - Students --- p.251
Chapter C.2 --- Pre-Study Abroad Questionnaire for Students --- p.257
Chapter C.3 --- Pre-Study Abroad Questionnaire for Parents --- p.261
Chapter C.4 --- Pre-Study Abroad Questionnaire for Teachers --- p.265
Chapter C.5 --- Adapted SES Survey 1 --- p.268
Chapter C.6 --- Adapted SES Survey 2 --- p.272
Chapter C.7 --- Homestay Family Questionnaire --- p.276
Chapter C.8 --- Post-Study Abroad Language Contact Profile --- p.278
Chapter C.9 --- Post-Study Abroad Questionnaire for Students --- p.282
Chapter C.10 --- Post Study-Abroad Questionnaire for Parents --- p.286
Chapter C.11 --- Post SA Questionnaire for Teachers --- p.289
APPENDIX D Four Month Post-Sojourn Interviews (Semi-structured)
Chapter D.1 --- Group Interview Session --- p.291
Chapter D.2 --- Individual Interview - Hiroko --- p.292
Chapter D.3 --- Individual Interview - Kenji --- p.293
Chapter D.4 --- Individual Interview - Chiaki --- p.294
Chapter D.5 --- Individual Interview - Yumi --- p.295
APPENDIX E Nisshi Diary (Japanese & English) --- p.296
APPENDIX F Consent Form --- p.302

One of the perennial problems faced by language teachers is how to assess learners' language skills reliably to place them at suitable levels in courses. Learners who have lived In a community where the target language is spoken pose the greatest problem in terms of where they should be placed because while they frequently lack the accuracy In grammatical form of students who have studied the language formally, they have skills in pragmatic areas (communicative ability) which have traditionally played only a minor role in foreign language teaching.

International Japanese Students: Their Expectations and Learning Needs at Australian Universities International full fee paying students make a sizable economic contribution to the Australian economy and the universities at which they enroll. Considerable competition for these students from the UK and USA indicates the necessity of meeting their needs if the Australian higher education market is to be preserved. Recent research has challenged the effectiveness of the currently operating Australian marketisation model that focuses upon attracting students and maximizing profits. International students, and specifically Japanese students who were the focus of this research, are attracted to Australian university studies for a number of reasons which are analyzed. The numbers of Japanese students studying at Australian universities have fallen since 2006, despite Japan being potentially one of the largest international markets. The learning needs and expectations of 51 Japanese undergraduate and postgraduate students at two Sydney universities were analyzed using a questionnaire and semi-structured interview during their first semester of enrollment. The expectations and needs of these students had been shaped by growing up and being educated in Japan, a culture that values university education in different ways to Australia, and has different views on learning and study. Analyses of Australian academic culture, that emphasizes individuality and critical thinking, together with analyses of Japanese values and cultural mores, provided the foundations to guide the study and help formulate the questions used to gather data. Results revealed a considerable proportion of respondents were postgraduates contrary to the expectation that the market is chiefly an undergraduate one. It was found that only approximately thirty per cent of students had come to Australia for primarily educational reasons. The other seventy per cent had been attracted to Australia the country and its culture, and had been motivated for personal development reasons and to satisfy challenges pertaining, in some cases, to English language acquisition. These findings reflect earlier research based on ESL classes. The majority appear to have been motivated by liberal education reasons, with explanation of the process engaged in, with so little serious preparation, perhaps best accounted for in terms of Hart’s (1999) work on the hero’s personal journey with its substantial challenges. Results indicated that a considerable number of students at both undergraduate and postgraduate levels experienced difficulties with a number of basic academic skills expected at Australian universities. These included listening to and understanding lectures, note taking in lectures, reading for assignments, writing assignments, discussing studies with Australian students, and group work activities generally that required public presentation and argument. The majority had done little reading or other preparation for their educational adventure in a foreign Australian culture, although many were aware of the fact that their undertaking would be hard, having spoken to other Japanese students. Relatively few appeared to have been influenced by family members who had undertaken international study. All had been admitted on the basis of IELTS or TOEFL standards set by the universities, but had studied English in preparation for their international studies for relatively short periods of time, with this apparently contributing to their problems with Australian academic skills. Findings indicate that most of these students continued to frame their intercultural experience in terms of the Japanese cultural scenario, leading in many cases to academic and socio-cultural expectations at odds with Australian university expectations of the roles these students should play. Specific recommendations are made regarding the need for university policies to ensure that Japanese students are made aware of academic and socio-cultural differences and challenges before enrollment, and are offered programs that will develop specific academic skills. The analyses of the culturally-based academic learning difficulties encountered by students in this research should provide a substantial guide for specific skill development programs. Some of the expectations, that would be appropriate in the Japanese cultural setting, cannot be accommodated in the Australian one, and need to be managed prior to enrollment. On the wider policy level, there is also a serious need to reconsider the standards of English required for admission. Recommendations are made for a larger scale, longitudinal study to be undertaken to address issues that could not be considered in what was essentially an exploratory study. The analyses of Japanese cultural values and social expectations, presented as part of this research, would appear to offer a substantial basis to assist institutions and staff to better understand Japanese students and their learning needs in the Australian academic cultural context, and to guide both research and teaching. In policy terms, results indicate that there is a clear need to reconsider the marketisation model and spend more on support services for the students who have paid full fees. Results also indicate that the policies advanced by government policy makers linking tourism and university study are relatively naïve, and cannot succeed without better understanding of the needs and expectations of international students from different cultural backgrounds, and better support services carefully tailored to their needs.

University of Technology, Sydney. Faculty of Education.
International Japanese Students: Their Expectations and Learning Needs at Australian Universities International full fee paying students make a sizable economic contribution to the Australian economy and the universities at which they enroll. Considerable competition for these students from the UK and USA indicates the necessity of meeting their needs if the Australian higher education market is to be preserved. Recent research has challenged the effectiveness of the currently operating Australian marketisation model that focuses upon attracting students and maximizing profits. International students, and specifically Japanese students who were the focus of this research, are attracted to Australian university studies for a number of reasons which are analyzed. The numbers of Japanese students studying at Australian universities have fallen since 2006, despite Japan being potentially one of the largest international markets. The learning needs and expectations of 51 Japanese undergraduate and postgraduate students at two Sydney universities were analyzed using a questionnaire and semi-structured interview during their first semester of enrollment. The expectations and needs of these students had been shaped by growing up and being educated in Japan, a culture that values university education in different ways to Australia, and has different views on learning and study. Analyses of Australian academic culture, that emphasizes individuality and critical thinking, together with analyses of Japanese values and cultural mores, provided the foundations to guide the study and help formulate the questions used to gather data. Results revealed a considerable proportion of respondents were postgraduates contrary to the expectation that the market is chiefly an undergraduate one. It was found that only approximately thirty per cent of students had come to Australia for primarily educational reasons. The other seventy per cent had been attracted to Australia the country and its culture, and had been motivated for personal development reasons and to satisfy challenges pertaining, in some cases, to English language acquisition. These findings reflect earlier research based on ESL classes. The majority appear to have been motivated by liberal education reasons, with explanation of the process engaged in, with so little serious preparation, perhaps best accounted for in terms of Hart’s (1999) work on the hero’s personal journey with its substantial challenges. Results indicated that a considerable number of students at both undergraduate and postgraduate levels experienced difficulties with a number of basic academic skills expected at Australian universities. These included listening to and understanding lectures, note taking in lectures, reading for assignments, writing assignments, discussing studies with Australian students, and group work activities generally that required public presentation and argument. The majority had done little reading or other preparation for their educational adventure in a foreign Australian culture, although many were aware of the fact that their undertaking would be hard, having spoken to other Japanese students. Relatively few appeared to have been influenced by family members who had undertaken international study. All had been admitted on the basis of IELTS or TOEFL standards set by the universities, but had studied English in preparation for their international studies for relatively short periods of time, with this apparently contributing to their problems with Australian academic skills. Findings indicate that most of these students continued to frame their intercultural experience in terms of the Japanese cultural scenario, leading in many cases to academic and socio-cultural expectations at odds with Australian university expectations of the roles these students should play. Specific recommendations are made regarding the need for university policies to ensure that Japanese students are made aware of academic and socio-cultural differences and challenges before enrollment, and are offered programs that will develop specific academic skills. The analyses of the culturally-based academic learning difficulties encountered by students in this research should provide a substantial guide for specific skill development programs. Some of the expectations, that would be appropriate in the Japanese cultural setting, cannot be accommodated in the Australian one, and need to be managed prior to enrollment. On the wider policy level, there is also a serious need to reconsider the standards of English required for admission. Recommendations are made for a larger scale, longitudinal study to be undertaken to address issues that could not be considered in what was essentially an exploratory study. The analyses of Japanese cultural values and social expectations, presented as part of this research, would appear to offer a substantial basis to assist institutions and staff to better understand Japanese students and their learning needs in the Australian academic cultural context, and to guide both research and teaching. In policy terms, results indicate that there is a clear need to reconsider the marketisation model and spend more on support services for the students who have paid full fees. Results also indicate that the policies advanced by government policy makers linking tourism and university study are relatively naïve, and cannot succeed without better understanding of the needs and expectations of international students from different cultural backgrounds, and better support services carefully tailored to their needs.

This thesis looks at the viability of using a Japanese performance text written in 1746 as a basis for developing a series of lessons that can be implemented with a class of students. The study highlights the component parts that were used in the lessons, the way in which the lessons were devised and the impact the lessons had on the students. The author argues that students’ attitudes can be influenced in a positive direction towards the Japanese culture through the use of drama methodology. Further to this, the influence of the chosen text and the theatrical style on the students’ own writing for performance is examined. Throughout the process the clarity and impact on depth of insight into the students’ own culture were evaluated. In the investigation a range of pre and post data based on ideas from Triandis; Girod; and White and Gunstone focused attention on knowledge gained and understandings that occurred. The research shows drama’s ability to engage students through empathetic creative reenactments, storytelling and active participation with their whole body, emotions and thoughts. The process used was highly influential in promoting personal transformation, the understanding of critical social issues and power structures.