ICC of Japanese university students
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This is my presentation in JACET 54th International conference. It's just ongoing study but you can easily understand English is not so important and how important cultural study is!
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ICC of Japanese university students
- 1. A Study of the Intercultural Communicative Competence of Japanese University Students Arisa ODAZAKI Postgraduate Student, Kagoshima University ar1smile.1126@gmail.com 1
- 2. Abstract Intercultural Communicative Competence (ICC) characterized by Byram (1997) has been highlighted in these days because the globalization has been rapidly progressed and we have to work with people in different cultural and historical contexts. This study conducted the questionnaire survey by asking 91 first year Japanese university students about three aspects of ICC: knowledge of other cultures, attitudes to other cultures, and their skills of communication with people from different cultures. As a result, this study strongly suggests that ICC should be adopted in a more robust and meaningful way in current English education in Japan. This will be discussed later on in this study. 2
- 3. Contents 1. World Englishes 2. Communicative competence 3. Intercultural Communicative Competences 4. Present study 5. Results & discussions 6. Salient features 7. Pedagogical implications 8. Conclusion 9. Limitations 3
- 4. 1. World Englishes Inner circle 320-380（Million) Outer circle 300-500（Million) Expanding circle 500-1000 （Million) Kachru（1985） Crystal (2003) 4
- 5. 2. Communicative Competence 5 There are many definitions in Communicative Competence according to researchers such as Chomsky (1965), Hymes (1972）, Sauvignon (1983), Backman (1990), In Japan, however, the definition has still been used is the framework by Swain & Canale (1980). This NOT enough in this study. Grammatical Discourse Socio-linguistic Strategic Communicative Competence (Swain & Canale, 1980)
- 6. 3. Intercultural Communicative Competence (Byram, 1997, p.73) Linguistic Competence Social-linguistic Competence Discourse Competence Intercultural Competence Critical cultural awareness Skills of discovery and interaction Intercultural Attitudes Knowledge Skills of interpreting and relating 6
- 7. 3. Continued（1） (Intercultural) Attitudes Curiosity and openness, readiness to suspend disbelief about other cultures and belief about one’s own. Knowledge Of social groups and their products and practices in one’s own and in one’s interlocutor’s country, and of the general processes of social and individual interaction. Attitudes, Knowledge, Skills of interpreting and relating, Skills of discovery and interaction, and Critical cultural awareness 7
- 8. Skills of interpreting and relating Ability to interpret a document or event from another culture, to explain it and relate it to documents from one’s own. Skills of discovery and interaction Ability to acquire new knowledge of a culture and cultural practices and the ability to operate knowledge, attitudes and skills under the constraints of real-time communication and interaction. Critical cultural awareness Ability to evaluate critically and on the basis of explicit criteria perspectives, practices and products in one’s own and other cultures and countries. 3. Continued (2) 8
- 9. 4. Present study Method For collecting the data, 91 first year university students were subjects in Kagoshima University. They were as follows: Faculty of engineering Faculty of Agriculture Faculty of Science 48 20 23 9
- 10. 5. Results and Discussions (1) 10 Statistical correlation in personal attributes Having the experience in foreign countries Having an interest of English Having an interest of foreign cultures Being eager to communica te with foreigners Having the experience in foreign countries 1. -.069 -.058 .086 Having an interest of English -.069 1. .327* .345* Having an interest of foreign cultures -.058 .327* 1. .506* Being eager to communicate with foreigners .086 .345* .506* 1. N=91 * p<.05 Figure 1.
- 11. Factor analysis Factor analysis • 29 question items were divided by the factor analysis into three categories: they were Knowledge scores, Attitude scores, and Skills scores. • Then, ‘two personal attributes’ in Figure 1 such as ‘having an interest of foreign cultures’, and ‘being eager to communicate with foreigners’ were analyzed with the three categories to see the relations among them. 11
- 12. Hypothesis At first, we considered that there might be relations among the three Scores and two personal attributes. It was because we considered that the first step to improve students’ ICC was to have them interests and motivation of other cultures and people. However, about Attitude scores and Knowledge scores, we could not find anything new, therefore we decided to only focus on Skills score in this study. 12
- 13. Five components of Skills scores • Developing ethnographic and research skills • Exploring cultures • Interpreting things from other cultures • Comparing them to own culture • Developing new perspectives through comparison and contrast Byram(ibid) 13 In order to see relations among students’ personal attributes and Skills score, T-test was conducted. Then, following salient features were found out.
- 14. 6. Salient features (1) N Average Standard Deviation Strong interests 78 17.13 3.416 Low interests 13 14.69 4.309 **p<.05 Students have interests in foreign cultures V.S students who do not (In Skills score) 14 Figure 2. There were 78 students who showed strong interest in foreign cultures (average 17.13), they also showed high average score in five questions in Skills scores. (See Figure 2)
- 15. 6. Salient features (2) Students being eager to communicate to foreigners V.S students who are not (In Skills score) N Average Standard Deviation High motivation 77 17.05 3.406 Low motivation 14 14.00 5.123 **p<.05 15 Figure 3. There were 77 students who showed high motivation of communicating with foreigners (average 17.05), they also showed high average score in five questions in Skills scores. (See Figure 3 )
- 16. 6. Continued From this study, we have found out that two following important things. 1. For students showing strong interests in foreign cultures, they also showed high average scores in Skills scores. 2. For students showing high motivation in communicating with foreigners, they also showed high average scores in Skills scores. 16
- 17. 6. Continued In addition, according to Byram (1997), there were five important factors in ICC: (1) Attitudes, (2) Knowledge, (3) Skills of interpreting and relating, (4) Skills of discovery and interaction, and (5) Critical cultural awareness. Among the five factors in ICC, three factors such as (3) Skills of interpreting and relating, (4) Skills of discovery and interaction, and (5) Critical cultural awareness can be considered as difficult factors for young learners. Therefore, these three factors should be trained and acquired for adult learners. 17
- 18. 6. Pedagogical implications 18 (1) For young learners • Having interests in foreign cultures and positive attitudes for communicating with people in overseas. • Enhancing their knowledge in one’s own and in one’s interlocutors’ countries. This study suggests the following two points, (1) For young learners and (2) For adult learners from the data analysis.
- 19. 6. Pedagogical implications (2) For adult learners • Establishing more activities with foreign students in the discussion and group presentation to enhance understanding foreign cultures. • Developing skills of interpreting and relating, and of discovery and interaction. 19
- 20. 7. Conclusion • Communicative competence model in Japan should be shifted to Byram’s ICC model for the globalized societies. 【 For young learners】 • It is important for young learners to have interests in foreign cultures and positive attitudes for communicating with people in overseas. • Therefore, teachers should enhance their knowledge in one’s own and in one’s interlocutors’ countries. 20
- 21. 7. Continued 【 For adult learners】 • It is important for adult learners to develop skills of interpreting and relating, and of discovery and interaction. • Therefore, it is needed to establish more activities with foreign students in the discussion and group presentation to improve their skills of communicate with people who live in a different context. 21
- 22. 8. Limitations ① More questionnaire surveys should have been conducted because we held them only in our university and only for science course students. ② Some survey questions were difficult to answer because some sentences of the questionnaire were ambiguous and not linked to the real situations, therefore they should have been conducted in easier way. ③ This present study was cross-sectional and questionnaire survey was conducted only once. Therefore, a longitudinal survey needs to be conducted in a subsequent study. 22
- 23. Thank you very much. 23
- 24. Selected references • Bachman, Lyle (1990). Fundamental considerations in language testing. Oxford: Oxford University Press. • Byram, M. (1989), Cultural studies in foreign language education, (D. Sharp, Ed.), Clevedon UK, Multilingual Matters Ltd. • ―――(2010), Linguistic and Cultural Education for Building and Citizenship, The Modern Language Journal, 94, ii, (2010), The Modern Language Journal • Byram, M. (1997), Teaching and assessing intercultural communicative competence, Clevedon, United Kingdom, Multilingual Matters.. • Byram, M., Nichols, A., & Stevens, D. (2001), Developing intercultural competence in practice, Clevedon UK, Multilingual Matters LTD. • Canale, M and M. Swain. (1980), Theoretical bases of communicative approaches to second language teaching and testing, Applied Linguistics. Vol. 1, pp. 1-47. • Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: M.I.T. Press. • Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics, pp. 269-293. Harmondsworth, UK: Penguin • Sauvignon, S. (1983). Communicative competence: theory and classroom practice: texts and contexts in second language learning (2nd ed.). New York: McGraw-Hill. 24
Editor's Notes
- Good morning, ladies and gentlemen. I’m Arisa Odazaki, I’m a currently postgraduate student in Kagoshima University. This is ongoing study, I’m going to talk about “Intercultural Communicative Competence of Japanese university students ”.
- Intercultural Communicative Competence, that’s characterized by Byram (1997) we call it ICC in this presentation, as you know, it has been highlighted in these days because of the globalization has been rapidly progressed and we have to consider about many things and also we have to work with people in different cultural and historical contexts. So this presentation, I’d like to show you the questionnaire results later, which was conducted by asking 91 first year Japanese university students about three aspects of ICC, such as knowledge of other cultures, attitudes to other cultures, and their skills of communication with people from different cultures. And then as a result, this present study strongly suggests that ICC, Intercultural communicative competence should be adopted in a more robust and meaningful way in current English education at junior and senior high schools in Japan. This is going to be discussed later in this study.
- All right, today I’d like to talk about these 9 points respectively.
- Let’s take a close look at the screen, this shows World Englishes which was suggested by Kachru (1985), he tried to explain about English speakers by using 3 circles; inner circle, outer circle and expanding circle. Also these number of people in each circle is defined by Crystal (2003). For example, in inner circle there are 300-400 million English speakers such as people from the UK and the US, in outer circle, there are 300- 500 million speakers such as people from India and Singapore. In expanding circle, there are 500 million to 1 billion non-native English speakers such as people learning English as a foreign language like our country. This case leads us to communicate with each other in limited English skills. In other words, we don’t have to take care of their language background. I think this point of view will be a very important motivation for learning foreign languages. Therefore, I would like to focus on the cultural purposes in language education. We need to consider historical and cultural background in different context.
- Ok, as you can see in this slide, these 4 components can be considered as the communicative competence by Swain & Canale (1980) long time ago. They introduced the communicative competence like this. It has grammatical competence, discourse competence, socio-linguistic competence, and strategic competence. And this model still has been using in this country as the basis of the communicative competence. Although, many different definitions of communicative competence according to researchers such as Chomsky (1965), Hymes (1972), Sauvignon(1983), and Backman (1990). As you know. However, in Japan has still been used the framework of Swain & Canale. However, I don’t think it is not enough in today’s globalized societies. Why? There are so many different cultures, people and contexts in the world, we need to think something more important… that is ICC.
- OK, let’s take a close look at the next slide. Perhaps, many of you well know about this model, established by Byram in 1997. In this diagram, as you can see 4 competences such as linguistic competence, social-linguistic competence, discourse competence and intercultural competence are interacted with each other, therefore it is said that Intercultural Communicative Competence is the comprehensive competence. He also suggested 5 important components in Intercultural Competence such as Attitudes, Knowledge, Skills of interpreting and relating, Skills of discovery and interaction, and Critical cultural awareness. They are mixed together, and compose Intercultural Competence. Now I’d like to focus on these 5 components.
- OK, let’s take a close look at this slide. Attitudes, Knowledge, Skills of interpreting and relating, Skills of discovery and interaction, and Critical cultural awareness. These 5 components include into Intercultural Competence by Byram (1997). For example, Intercultural Attitudes means ‘Curiosity and openness, readiness to suspend disbelief about other cultures and belief about one’s own’. And Knowledge means ‘Of social groups and their products and practices in one’s own and in one’s interlocutor’s country, and of the general processes of social and individual interaction’.
- About intercultural skills, he separated out the two different types of skill. Skills of interpreting and relating means ‘Ability to interpret a document or event from another culture, in order to explain it and relate it to documents from one’s own’. Skills of discovery and interaction means ‘Ability to acquire new knowledge of a culture and cultural practices and the ability to operate knowledge, attitudes and skills under the constraints of real-time communication and interaction’. The last one is the comprehensive competence. Critical cultural awareness means ‘Ability to evaluate critically and on the basis of explicit criteria perspectives, practices and products in one’s own and other cultures and countries’.
- OK, now I’ll try to explain about the present study and the method. This present study is conducted the questionnaire survey by using 91 first year university students in Kagoshima University. They were as follows; 48 students are from faculty of engineering, 20 are faculty of agriculture, 23 are faculty of science.
- 【時間をかけて読む】 And then take a look at the results and discussion. Please look at this diagram. This shows a statistical correlation in personal attribute. If students, if he or she has an interest of foreign cultures, he or she also is eager to communicate with foreigners. See, there is a relatively good correlation between having an interest of foreign cultures and being eager to communicate with foreigners. It shows 0.506 in correlation. And also if students are eager to communicate with foreigners, they also have interests of foreign cultures. we can understand this statistical analysis.
- 【時間をかけて読む】 Next, before analyzing the data, I conducted the Factor analysis, 29 question items were divided into three categories by the factor analysis: they were Knowledge scores, Attitude scores, and Skills scores. When I conducted these analyses, I found there are some items which are between two score items. For example, there was an item which presents between Knowledge scores and Attitudes scores. So I removed them before I considered the results. Then, ‘two personal attributes’ in Figure 1 such as ‘having an interest of foreign cultures’, and ‘being eager to communicate with foreigners’ were analyzed with the three categories to see the relations among them. For example, I saw the relation between the skills score, and students’ personal attribute such as having an interest of foreign cultures. And on the same way, I saw the relation between the Skills score and the personal attribute such as being eager to communicate with foreigners.
- 【時間をかけて読む】 I set the hypothesis before conducting this study, it’s just my perspective. At first, we considered that there are relations between all of three Scores and two personal attributes. It is because we consider that the first step to improve students’ ICC is to have interests and motivation of other cultures and people. However, about Attitude scores and Knowledge scores, we could not find something new, therefore we focus on only Skills score in this study.
- 【時間をかけて読む！】 Before the survey results, I’d like to explain what contents in the Skills score. There are five items of Skills score such as, Developing ethnographic and research skills, Exploring cultures, Interpreting things from other cultures, Comparing them to own culture, Developing new perspectives through comparison and contrast. And then, in order to see relations among students’ personal attributes and Skills score, I conducted T-test, Then following salient features were found out.
- 【時間をかけて読む】 Please look at the screen, ladies and gentlemen. In this diagram, about Skills score, 78 students who have strong interests of foreign cultures, in figure 2, show higher average scores (17.13) than those who do not have much of interests in foreign cultures. See the figure, students have strong interests in foreign cultures shows 17.13 average scores, but students who have low, not so much of interests shows 14.69 average scores in this survey.
- Also, students who have high motivation to communicate with foreigners in figure 3, there were 77 students who showed high motivation of communicating with foreigners (average 17.05), they also showed high average score in five questions in Skills scores. See the figure, students have high motivation of communicating with foreigners shows 17.05 average scores, but students who have low, not so much of motivation shows 14 average scores in this survey.
- From this study, ladies and gentlemen, we have found out that two following important things. The first one is for students showing strong interests in foreign cultures, they also showed high average scores in Skills scores. They showed 17.13 average points of Skills score in the survey results. The second one is for students showing high motivation in communicating with foreigners, they also showed high average scores, it is 17.05 average score in Skills scores. That’s 2 points were found in my study.
- In addition, according to Byram (1997), there were five important factors in ICC: (1) Attitudes, (2) Knowledge, (3) Skills of interpreting and relating, (4) Skills of discovery and interaction, and (5) Critical cultural awareness. Among the five factors in ICC, three factors such as (3) Skills of interpreting and relating, (4) Skills of discovery and interaction, and (5) Critical cultural awareness can be considered as difficult factors for young learners. Therefore, these three factors should be trained and acquired for adult learners.
- Ok, now Pedagogical implications From the present study, I could understand we need to consider 2 main points such as for young learners and adult learners. The young learners mean students who are in junior high school and high school and before they enter universities. They need to have interests of foreign cultures and positive attitudes for communicating with people in overseas. This is important point for them before they enter universities. In other words, from the Byram’s ICC concepts, enhancing their knowledge in one’s own and in one’s interlocutors’ countries is needed in young learners’ education.
- For adult learners, I mean students who entered universities or more older learners, they need to join more activities such as group discussion with foreign students, presentations about what they learned about culture. Japanese students, freshmen for example, they need to talk and work with foreign students in the discussion and group presentation in order to enhance understanding foreign cultures. From Byram’s ICC concepts, adult learners have to develop their skills of interpreting and relating, and skills of discovery and interaction. It’s because that these components in ICC is difficult for young learners so that we have to focus on these two skills in the adult education. So these 2 points are really important to consider as the pedagogical implication.
- OK, now it is time to see the conclusion and limitations of this study. Well, communicative competence, ladies and gentlemen, this model in japan should be shifted to the intercultural communicative competence, it is the model by Byram (1997). Because of the globalized societies. Then, I’d like to summarize my suggestions by separating the learners with the young and the adult. For young learners, I mean who are junior or senior high students, it is really important for young learners to have interests in foreign cultures and positive attitudes for communicating with people in overseas. They can easily keep in touch with the people all over the world because most of them can use the Internet so that they can know many things by using it. So the first step of attaining the ICC, teachers should enhance their knowledge in one’s own and in one’s interlocutors’ countries.
- For adult learners, it is needed to establish more activities with foreign or different ages’ people in the discussion and group presentation activities. I think we lack of opportunities to use what we learn in the education. So ladies and gentlemen, in order to establish university students or more older learners’ skills of interpreting and relating, and skills of discovery and interaction, Byram mentioned in his concept of ICC, we have to change our learning style. It is a duty of teachers.
- OK, now I reflect my present study. In this study, the questionnaire surveys are limited. Therefore, I think more questionnaire surveys should have been conducted because we held them only in our university and for science course students. It means we didn’t conduct, and adopt the students from the department of English and the department of Literature either. We only adopted the students of the department of science, engineering and agricultures. Therefore, more questionnaire survey should have been conducted in this study. Second, some survey questions which I wrote in Japanese were difficult to answer, therefore they should have been conducted in much easier ways. Some items in the questionnaire were ambiguous, so students couldn’t link to their real life. So I have to improve them much easier to answer. At last, this present study was cross-sectional and only one questionnaire survey was implemented. Therefore, a longitudinal survey needs to be conducted in a subsequent study. So that we can see changes from the first questionnaire to the later questionnaires. So that a longitudinal survey needs to be conducted in a subsequent study.
- That’s all. Thank you for listening.