| Budget Amount *help |
¥2,100,000 (Direct Cost: ¥2,100,000)
Fiscal Year 2006: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2005: ¥1,200,000 (Direct Cost: ¥1,200,000)
|
|---|
| Research Abstract |
The purpose of this study was to examine the "intercultural communication competence," defined as an effective identity negotiation which "refers to the smooth coordination between interactants concerning salient identity issue, and the process of engaging in responsive identity conformation and positive identity enhancement" (Ting-Toomey, 1993, p. 73).
In the first study, 289 American and 465 Japanese university students responded to questionnaire items which were communicative resourcefulness factors as important to effective identity negotiation in intercultural communication: mindfulness, recategorization, reframing, managing reactive emotions, regulating ego-focused emotions, regulating other-focused emotions, effective-cognitive congruence, managing personal self-esteem, managing cognitive self-esteem, monitoring mutual self-presentation behaviors, displaying behavioral adaptation and flexibility. The results of MANOVA suggested that there were significant differences in intercult
… More
ural communication resourcefulness by culture. The American students had higher scores than the Japanese Students on 7 of 11 communicative resourcefulness factors. On the other hand, Japanese student had higher scores on three communicative resourcefulness factors.
The second study explored the effects of living in a foreign country and education for international understanding on intercultural communication competence. A total of 261 Japanese high school students (21 supplementary school students in the US, 30 international course students in Japan, 210 technical/comprehensive high school students in Japan) participated in the questionnaire survey. The results of MANOVA suggested that the school types were not good predictors of communicative resourcefulness. Three of 10 communicative resourcefulness factors were the only dimensions fairly related to the dimensions of the effects of living in a foreign country and education for international understanding. The results of MANCOVAs suggested that "communicative motivations" and "identity coherence" mediated the influence of living in a foreign country and education for international understanding on the use of communicative resourcefulness. However, the patterns for the effects were not clear-cut. Less
|
