The Effects of Task-based Intercultural Instruction on the Intercultural Competence of Japanese EFL learners

2023 Fiscal Year Final Research Report

• Project/Area Number: 20K00825
• 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: Kagoshima Prefectural College
• Principal Investigator: Ishii Eriko 鹿児島県立短期大学, 文学科 英語英文学専攻, 准教授 (80580878)
• Project Period (FY): 2020-04-01 – 2024-03-31
• Keywords: 異文化コンピテンス / 英語教授法 / カルチャー・アシミレーター / Intercultural Competence / Culture Assimilator / 適性処遇交互作用

Outline of Final Research Achievements

In this study, at first, review studies were conducted on the relevant factors: Aptitude Treatment Interaction (Cronbach, 1957), attributional complexity (Fletcher,et.al, 1986), and schema theory (Bartlett, 1932). Next, an empirical study of the instructional intervention was conducted in the final year of the study. The results are currently being analyzed. In connection with the above-mentioned empirical study, a survey was conducted on the teaching practices of junior high school English teachers in relation to cross-cultural understanding in order to understand the current situation of teachers in the field. Finally, since the main method of this research project was an intervention experiment, the first three years of the project were significantly affected by COVID-19 pandemic and the empirical experiment could not be conducted, and the intervention experiment was conducted in the fourth year, which was extended.

Free Research Field

教育方法学

Academic Significance and Societal Importance of the Research Achievements

異文化教育と外国語教育を統合した教授法の効果の実証は、先行研究としてMantle- Bromley & Miller (1991)とMantle-Bromley (1995)があるが、教授法の主効果のみが検証されており、学習者の個人差を踏まえた教育効果の検証はされていない。教授法研究では、その教授法の主効果だけを検証するだけでなく、学習者の個人差との関連においてその効果をとらえることが重要であると言われているが，本研究によって、その効果的な介入方法が学習者の適性によって明らかになれば、より具体的な教育介入の提案が可能になるだろう。