| Project/Area Number |
17K02998
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Okayama University of Science |
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Principal Investigator |
Okunishi Yuri 岡山理科大学, 教育学部, 教授 (50448156)
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| Project Period (FY) |
2017-04-01 – 2021-03-31
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| Project Status |
Completed (Fiscal Year 2020)
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| Budget Amount *help |
¥2,860,000 (Direct Cost: ¥2,200,000、Indirect Cost: ¥660,000)
Fiscal Year 2020: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2019: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2018: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2017: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | 異文化理解 / 異文化接触 / 対人関係形成 / 英語教育 / 多文化関係 / 多文化集団 / 英語コミュニケーション / 共感性 / グローバルコンピテンス / 異文化間コラボレーション / グローバル共生 / グローバル教育 / 異文化葛藤 / 共感的異文化理解 |
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| Outline of Final Research Achievements |
In order to enable coexistence with others in a global society, the cognitive and behavioral characteristics necessary for building empathetic relationships with others of different backgrounds were explored. The results were extracted from practical situations of international collaboration and exchange. The characteristics that serve as barriers to the formation of intercultural relationships among Japanese students were extracted. The related concepts included "skillfully delayed self-disclosure," "Closed and reserved self," and "Avoidance of confrontation" etc. It was pointed out that these concepts contribute greatly to empathic understanding within the Japanese group, but are not likely to function in cross-cultural relationship formation. The self-reflections of blind trust among Japanese were found to be the first step in building constructive intercultural relationships.
Translated with www.DeepL.com/Translator (free version)
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| Academic Significance and Societal Importance of the Research Achievements |
共感的異文化理解を伴う異文化間の対人関係形成について探索したところ、共感的異文化理解が意図された日本的な認知・行動やコミュニケーション上の特徴は、阻害要因となっていることが明らかとなった。日本人学生に独自の認知や行動上の特徴と異文化人材の認知や行動上の特徴には大きな開きがあるが、この齟齬の大きさにつていて日本人学生が無自覚であることがわかった。日本的な認知・認知行動を相対化できるような心理教育の必要性が明らかとなったが、英語教育を通してだけでなく様々な手法で、より早期教育として行われるべきであるとする示唆も得られた。
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