SASAKI Yumi Keio University, Economics, Associate Professor, 経済学部, 助教授 (60298073)
NEBASHI Reiko Tokai University, Literature, Assistant Professor, 文学部, 専任講師 (70298074)
実松 克義 立教大学, 社会学部, 教授 (40226030)
|Budget Amount *help
¥3,000,000 (Direct Cost: ¥3,000,000)
Fiscal Year 2002: ¥1,500,000 (Direct Cost: ¥1,500,000)
Fiscal Year 2001: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2000: ¥600,000 (Direct Cost: ¥600,000)
The study aims at examining teaching methods and materials employed in intercultural communication courses in universities in Japan, and problems claimed by instructors who teach such courses. As a result, 80 instmctors who teach a total number of 107 courses of intercultural communication in 62 universities responded to a questionnaire.
The results show that 75(93.8%) respondents claim intercultural communication education is necessaly at kindergarten level (n=24, 30.4%), primary school level (n=46, 56.2%), secondary school level (n=57, 72.2%), high school level (n=59, 74.7%), university level (n=55, 69.6%). The results reveal that the respondents believe goals of intercultural communication education are "understanding own culture objectively" (n=64, 81%), "accepting and respecting other cultures" (n=61, 77.2%), "understanding other cultures" (n=60, 75.9%), "accepting and respecting own culture" (n53, 67.1%), "understanding communication with foreigners in general" (n=47, 59.5%), and "improving communication skills with foreigners" (n=33, 41.8%).
Also, the respondents claimed the following problems in intercultural communication education at universities in Japan; class content such as unbalance between theoretical and practical studies (n=34, 54.8%), problems which an individual instructor cannot solve such as curriculum (n=25, 40.3%), low quantity and quality of instructors and specialists in this study field (n=14, 22.6%), motivation of students (n=5, 8.1%), low quantity and quality of textbooks (n=4, 6.5%).