| Project/Area Number |
19K00840
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Review Section |
Basic Section 02100:Foreign language education-related
|
|---|
| Research Institution | Nagoya University of Foreign Studies (2020-2022)
Nanzan University (2019) |
|---|
Principal Investigator |
Sakamoto Fern 名古屋外国語大学, 外国語学部, 講師 (30803887)
|
|---|
| Project Period (FY) |
2019-04-01 – 2023-03-31
|
| Project Status |
Completed (Fiscal Year 2022)
|
| Budget Amount *help |
¥3,640,000 (Direct Cost: ¥2,800,000、Indirect Cost: ¥840,000)
Fiscal Year 2022: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2021: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2020: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2019: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
|
|---|
| Keywords | global competence / global human resources / higher education / FL education / international education / intercultural competence / Japan / global jinzai / university / intercultural comeptence / foreign language |
|---|
| Outline of Research at the Start |
This project explores what Japanese foreign language (FL) education needs to focus on to help learners become globally competent. I will investigate what is required for Japanese graduates to qualify as globally competent, and develop a framework to help FL educators formulate effective pedagogies.
|
| Outline of Final Research Achievements |
This study aimed to address the lack of clarity around global competence education in Japan. Q-methodology was integrated into a Modified Delphi study to collect, refine and analyse stakeholder and expert opinions, and determine (a) what global competence constitutes in Japan, (b) the primary challenges of global competence development for students in Japan and (c) the role of FL education in global competence development in Japan. Findings suggest that while some aspects of global competence delineated in Western frameworks are similarly important in Japan, additional factors concerning self-expression and critical thinking require explicit attention in Japan. Based on my findings I have developed the first Japan-specific framework outlining the primary facets and challenges of global competence development for students in Japan. I hope this will be of benefit in guiding future global competence education efforts in Japan.
|
| Academic Significance and Societal Importance of the Research Achievements |
The success of Japan's "global jinzai" initiatives has been questionable. This research provides a Japan-specific framework for global education to facilitate more effective programs and pedagogy for global competence development in Japan.
|
