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1.
This research examined effects of Japanese national identification and attitude toward the United States on attitude toward learning English and self-assessed English proficiency among a sample of Japanese university students (N = 377). We assessed various components of Japanese national identification drawn from previous work by Kosterman and Feshbach [Kosterman, R., & Feshbach, S. (1989). Towards a measure of patriotic and nationalistic attitudes. Political Psychology, 10, 257–274] and Karasawa [Karasawa, M. (2002). Patriotism, nationalism, and internationalism among Japanese citizens: An etic-emic approach. Political Psychology, 23(4), 645–666], specifically: patriotism (positive identification with and affective attachment to country), nationalism (perceptions of national superiority and support for national dominance), internationalism (support for international goodwill and cooperation), and commitment to national heritage (devotion to national symbols and cultural heritage). Patriotism predicted less positive attitudes toward learning English, whereas nationalism, internationalism, and pro-U.S. attitudes predicted more positive attitudes toward learning English. Nationalism also predicted higher self-assessed English proficiency. These relationships remained after controlling for the instrumental value of English and demographic factors in multiple regression equations. Our findings highlight the need for closer examination of specific aspects of Japanese national identification, and their relationships with Japanese attitudes toward the English language. 相似文献
2.
Damian J. Rivers 《Int J Intercult Relat》2011,35(6):842-852
Recent research has shown that imagined intercultural contact, being based upon the adoption of principles of mental imagery and imagination, is able to elicit similar emotional, attitudinal and motivational responses as actual lived contact experiences. Furthermore, it has been noted that possessing the multiple competencies required to successfully negotiate an intercultural contact encounter with a target language speaker represents one of the most prominent sources of motivation for many foreign language learners. Therefore, situated within the context of a Japanese foreign language university which exhibits a dependency on ‘native-speaker’ English teachers from inner-circle (Kachru, 1985) countries, this paper showcases a social psychological study undertaken with 120 Japanese English language learners which sought to explore various dimensions of imagined intercultural contact via evaluations of the self and three intercultural others of different racial and ethnic appearance across two specific contact situations (positive and neutral). The outcomes are discussed in relation to underlying theories, as well as to the practical implications created for the improvement of foreign language teaching and learning practices which specifically seek to incorporate an explicit intercultural dimension. 相似文献
3.
Lee Su Yeoh 《Journal of Intercultural Communication Research》2020,49(3):191-210
ABSTRACT Lack of proficiency in Japanese language is a hindrance for successful intercultural communication between Malaysian Japanese speaking employees (MJSE) and Japanese employers (JE) in Japanese companies (JC) in Malaysia. Therefore, this quantitative study using Japanese Language Questionnaire (JLQ) investigated Japanese language use in intercultural context among MJSE to identify Japanese language challenges faced by them in JC. The findings indicate major challenges in listening and speaking compared to reading and writing. This indicate lack of language preparedness of Malaysian Japanese language learners before embarking for employment into JC in Malaysia. The study recommends evaluation of the Japanese language curriculum to ensure MJSE’s readiness to embark into employment at JC. 相似文献
4.
Hiroko Nishida 《Int J Intercult Relat》1985,9(3):247-269
This study explores the relationship between language and communication skills and patterns of success and failure in the cross-cultural adjustment of Japanese university students. Seven interpersonal communication skills which were selected by Ruben and Kealey as important to cross-cultural adjustment were examined: empathy, respect, role behavior flexibility, orientation to knowledge, interaction posture, interaction management, and tolerance for ambiguity. Besides these skills, language was taken into consideration as a major component influencing Japanese intercultural communication. The behavioral assessment method developed by Ruben was utilized to measure communicative performance and behaviors of Japanese university students who visited the United States for 4 weeks for their English training. In order to assess the language skills of these individuals, listening, speaking, structure and written expression, and vocabolary and reading comprehension skills were measured. At the end of their stay in the United States, the dimensions of culture shock, psychological adjustment, and interactional effectiveness were examined. Comparisons of pre- and post-test measures indicated that six out of the seven communication behaviors observed in the Japanese students did not predict success or failure in adjustment to the United States. Only ambiguity tolerance yielded correlation with culture shock. However, speaking and listening skills were closely correlated with interactional effectiveness. 相似文献
5.
English Proficiency,Identity, Anxiety,and Intergroup Attitudes: US Americans’ Perceptions of Chinese
Makiko Imamura Racheal A. Ruble Yan Bing Zhang 《Journal of Intercultural Communication Research》2016,45(6):526-539
Guided by the Common Ingroup Identity Model and Berry’s acculturation framework, this study examined the roles that perceptions of language proficiency, cultural identity, and communication anxiety had on intergroup attitudes and stereotypes in the American–Chinese contact context. Serial mediation analyses with 10,000 bootstrap samples revealed that perceived English proficiency of a Chinese contact had significant indirect effects on affective and behavioral attitudes toward Chinese through American participants’ perceptions of their contact’s host and home culture identification and communication anxiety. Perceived English proficiency had an indirect effect only on positive stereotypes through the Chinese contact’s perceived identification with home culture. 相似文献
6.
Social markers of acceptance (SMA) are socially constructed criteria (e.g., language skills, shared genealogy, or adherence to social norms) that receiving society nationals use in deciding whether to view an immigrant as a member of the national ingroup. This study had two objectives: 1. to identify the markers considered important by Japanese to accept immigrants in Japanese society, and 2. to examine the type of intergroup conditions that may shape immigrant inclusion by influencing the degree of emphasis placed on SMA: specifically, perceived immigrant threat, contribution, and social status, as well as intergroup boundary permeability and strength of national identification. Native-born Japanese (n = 2000) completed an online survey, where two latent factors emerged representing ethnic and civic markers—suggesting that national identity may have changed in the past 25 years, with Japanese developing a distinct civic conceptualization in addition to a previously existing ethnic one. Multiple hierarchical regressions found significant main effects of perceived immigrant threat, contribution, status, and boundary permeability for both civic and ethnic dimensions, as well as interactions between threat x status and threat x permeability. As hypothesized, threat had positive effects on SMA emphasis, and contribution exerted negative effects—indicating more exclusive and inclusive attitudes among Japanese, respectively. Results for national identity were inconsistent, complementing social identity theory for ethnic markers but contradicting it for civic marker importance. Consistent with social identity theory, immigrants perceived as “low status” triggered endorsement of more restrictive civic and ethnic benchmarks; however, contrary to expectations, increased threat under less porous intergroup boundaries predicted more restrictive civic and ethnic marker utilization. 相似文献
7.
Despite the increasing need to develop students' intercultural competence in China, the relationship between the approaches used to teach the English language and the cultivation of students' intercultural competence remains largely under-researched. Based on Byram's intercultural model and the intercultural language teaching framework, using action research we developed and implemented new teaching approaches to cultivate intercultural competence among students using a quasi-experimental design that combined qualitative and quantitative methods. Two classes of undergraduate students majoring in Business English were randomly selected, with one being assigned as the treatment group (n = 33) and the other as the control group (n = 32). The primary data consisted of questionnaires, journals, and interviews. After participating in a three-month intercultural speaking course where the treatment group students were guided through an intercultural learning process of noticing, comparing, and reflecting, findings revealed that they developed intercultural competence regarding their attitudes, knowledge, skills, and awareness. Implications for facilitating students' intercultural competence are discussed. 相似文献
8.
Victoria M. Esses Ulrich Wagner Carina Wolf Matthias Preiser Christopher J. Wilbur 《Int J Intercult Relat》2006,30(6):653
In the current research, we examined whether promoting an inclusive national ingroup that includes both immigrants and nonimmigrants would improve attitudes toward immigrants and immigration among members of receiving societies. We also determined whether one's nation of citizenship and individual differences in social dominance orientation would moderate the effects. Participants were 126 Canadian students and 282 German students, who completed a measure of social dominance orientation and were then asked to respond to a series of questions designed to heighten the salience of national identity (national identity), promote a national ingroup that includes immigrants (common national ingroup), or irrelevant questions (control). The dependent measures included attitudes toward immigrants and immigration, and subtle prejudice toward immigrants. Results revealed that the manipulation of a common national ingroup successfully promoted more positive attitudes toward immigrants and immigration among higher social dominance oriented Canadian participants, but tended to have detrimental effects on the attitudes of higher social dominance oriented German participants. Results are discussed in terms of the importance of considering the context in which groups are situated, as well as implications for developing strategies to promote harmony between immigrants and members of receiving societies. 相似文献
9.
This paper addresses the issue of how ethnic groups cognitively represent some of the societal forces impinging upon them and relevant outgroups before and after a naturally-occurring event. By utilizing the concept of “vitality” and its attending measurement instrument (the SVQ), Chinese Hong Kong students were required to rate the perceived vitalities of Chinese and Western groups in the Colony as well as their respective languages before and after the Sino-British Treaty. Results showed that the status of the English language was perceived lower in a number of situations after the international agreement. This was complemented by a decrease in the perceived level of immigration and emigration patterns of Westerners, by an increase in their perceived political power locally, and by an increase in the status of the English language internationally. The findings, many of which manifest judgemental reversals from before to after the Treaty, are discussed in terms of the psychological acceptance of the agreement by the Hong Chinese and in the context of maintaining a positive ethnic identity. 相似文献
10.
This paper draws attention to the personal weblogs written by Japanese migrant women in Australia. Entries in these weblogs elucidate their daily experiences, thoughts, concerns, and feelings. Blog data provide rich personal accounts of migrant experiences from the first-hand experiences of migrants. Based on collected blog entries, this paper details Japanese spouses’ settlement experiences in Australia by highlighting issues of language and culture, and critiques celebratory attitudes toward international mobility by discussing the disadvantages of migration. While mobility to western countries is often romanticized and regarded as a symbol of emancipation for Japanese women, diasporic subjects still confront social exclusion and marginalization in an adopted society. Migrants’ struggles and difficulties remain even in Australia, which is a country generally perceived as a multicultural society that has a large number of migrants and a long history of immigration. 相似文献
11.
Murat Hismanoglu 《Int J Intercult Relat》2011,35(6):805-817
This study aims at exploring how linguistic proficiency, target culture experience, and formal education are related to the learning of intercultural communicative competence (ICC). It presents the theoretical underpinnings of ICC in the light of recent literature. Then, it continues with the methodology section that includes a quantitative research study in which 35 students at the Department of English Language Teaching (ELT) at European University of Lefke (EUL) participated. The participants of the study had different linguistic proficiencies ranging from waystage or elementary level (A2) to vantage or upper intermediate level (B2). The paper concludes by stating the findings of the research and also by making some recommendations for language teachers to better develop the learners’ ICC in teaching English as a second language (TESL)/teaching English as a foreign language (TEFL) contexts. 相似文献
12.
Peter B. Smith Cláudio V. TorresAlena Chudzikova Serdar DegirmenciogluFrancisco Donoso-Maluf Nancy Chen Yi FengCharles Harb Brad JacksonSigmar Malvezzi Andrew MogajiJuan Carlos Pastor Lorena Perez-FlorianoB.N. Srivastava Günter StahlStephanie Thomason Vladimir Yanchuk 《Int J Intercult Relat》2011,35(4):440-451
13.
14.
This study tests a model of the socio-economic adaptation (SEA) of Russian-speaking immigrants in Belgium. It examines the roles of language skills and length of stay in Belgium, and of ethnic and religious identification in their acculturation preferences in their adaptation. The study showed that language skills were positively related to preferences for integration and assimilation, while length of stay was negatively related to separation. In turn, integration and assimilation predicted higher SEA, and separation predicted lower adaptation. Ethnic and religious identification also played a role. In sum, more orientation toward the host society (integration and assimilation) promoted better adaptation. 相似文献
15.
ABSTRACTThis study investigated the effect of bilinguality on pragmatic production and metapragmatic awareness in third language learning. Thus, 59 Turkmen-Persian bilinguals (using Turkmen as their L1 and Persian as their L2) learning English as a third language and 55 Persian monolinguals learning English as their second language were selected and given a WDCT and a metapragmatic awareness questionnaire. The results showed that bilingual EFL learners outperformed monolingual EFL learners in pragmatic production and metapragmatic awareness. The findings also confirm the pragmatic differences among the three languages and the bilinguals’ advantage over monolinguals concerning the appropriate use of speech act strategies. 相似文献
16.
We investigated the acculturation process of international students (N = 319, 162 female) from 62 countries who were residing in the Netherlands, using the acculturation framework by Arends-Tóth and Van de Vijver (2007). We applied SEM to test the model that acculturation conditions (perceived cultural distance [PCD], personal growth initiative [PGI], proficiency in English and the host language, and length of residence) in conjunction with acculturation orientations as mediators (host, heritage, expatriate) predict psychological adjustment as acculturation outcome (acculturative stress, satisfaction with life, mental health problems). We found direct and indirect effects of acculturation conditions on adjustment; high PGI, high English and Dutch proficiencies, and low PCD were associated with better adjustment. Host orientation (predicted by high PGI, Dutch proficiency, and low PCD) was positively associated with adjustment. Heritage orientation (predicted by low English proficiency) was negatively associated with adjustment. As a novel aspect, we included expatriate orientation - an orientation towards other expatriates in the host community. Expatriate orientation was predicted by low Dutch proficiency and was positively associated with adjustment. We also observed direct links between acculturation conditions and outcomes: positive associations between PCD and acculturative stress and between length of residence and acculturative stress; and negative associations between PGI and mental health problems and between English proficiency and acculturative stress. We provide evidence that including expatriate orientation is relevant among international students: It is stronger than both host and heritage orientations, thereby underlining the importance of studying acculturation in a contextualized way. 相似文献
17.
The purpose of this paper was to explore interethnic perception in an ethnically mixed society, and to examine the relationship between the degree of stereotyping toward certain ethnic groups and interethnic interpersonal communication and social capacity variables, such as education, age, occupational status, length of stay in the U.S., and English fluency. The study focused on three major aspects of stereotyping: homogeneity, polarity, and favorableness of interethnic attitudes. Homogeneity was defined as the degree to which an individual differentiates dimensions of perception, while polarity was the degree of extremity—either positive or negative—of perception. Favorableness was the degree of positive attitude toward other ethnic groups.The study was based upon a random survey conducted from 1978 to 1979 of five ethnic groups in Hawaii, including 401 Koreans, 203 Japanese, 200 Caucasians, 199 Samoans, and 208 Filipinos. Six bipolar dimensions of perception were explored: responsible-irresponsible, friendly-unfriendly, independent-dependent, good-bad, hard working-lazy, and wise-foolish. The results indicated that interethnic interpersonal communication had the strongest relationship with the level of favorableness. The hypothesized relationships between the social capacity variables and stereotyping were statistically significant, although the magnitude of the relationships were small. 相似文献
18.
Use of evaluative devices by youth for sense-making of culturally diverse interpersonal interactions
Building upon recent research that defines psychological development as a continuous process of sense-making situated within a cultural and historical context, this paper explores how culturally diverse youth growing up in New York City use evaluative language to enact relational complexity as they make sense of technologically mediated interpersonal interactions with their peers. Forty-four individuals (ages 15–20) participated in a quasi-experimental research workshop that engaged them in the process of sense-making by asking them to write projective narratives toward a vignette depicting text-massage mediated interpersonal interaction embedded among monocultural and bicultural group of peers. Data analyses focus on evaluative devices used by youth and manifest the relational flexibility of sense-making by immigrant youth and their U.S. born peers across diverse relational dimensions. Results suggest that immigrant youth are able to coordinate diverse ways of interpreting interpersonal interactions across relational dimensions, manifest by varied use of logical/hypothetical, causal and affective evaluative devices. In contrast U.S. born youth largely use same frequency of evaluative devices across two relational dimensions. Statistical analysis highlights the use of affect in projective narratives by exploring a discursive learning hypothesis: that higher use of emotions in the process of sense-making by U.S. born youth gradually scaffolds the use of emotions in narrative by immigrant youth. 相似文献
19.
Ali Asghar Ghasemi Hooshang Yazdani Majid Amerian 《Journal of Intercultural Communication Research》2020,49(1):41-60
ABSTRACTThis study aimed to present a model of intercultural communicative competence (ICC) by incorporating international posture, motivational disposition (ideal L2 self), second language (L2) self-confidence, and metacognitive learning strategies. To this end, 150 Iranian L2 learners, selected through convenience sampling procedure, took part in the research. The findings of structural equation modelling revealed that the proposed model showed adequate fit to the data, implying that the model is appropriate in Iranian English as a foreign language (EFL) context. Also, the results indicated that learners with a high level of international posture are more likely to bridge the gap between their present and ideal selves. This was, additionally, argued that internationally oriented and ideally motivated learners become confident of their abilities to get engaged in interaction with L2 target communities. Furthermore, metacognitive learning strategies were found to be directly associated with ICC, implicating that the learners who continuously reflect on their learning and evaluate their performances are more prone to have a higher level of ICC. Finally, suggestions were offered for language teachers and policy-makers to inspire their learners to be more competent in communication with people of other cultures and languages. 相似文献
20.
Natalia Chaban Allan Williams Martin Holland Valerie Boyce Frendehl Warner 《Int J Intercult Relat》2011,35(6):776-790
While there is growing scholarly interest in returned and cyclical migration, and on young adult cultural or adventure seeking migration, there is still a lack of systematic empirical insights into how the experiences of being abroad, and after return, are mediated by exposure to different cultural environments. Addressing this conceptual and empirical gap, the paper analyses the experiences of New Zealand return migrants, or sojourners, who lived and worked in European countries (other than the UK) for more than one year and compares them with the experiences of NZ returnees from the UK. Drawing on 20 ‘non-UK’ and 22 ‘UK’ in-depth interviews, the paper revisits
[Rhinesmith, 1975]
and
[Rhinesmith, 1986]
typology of cross-cultural, or intercultural, adjustment (largely ignored in studies of return migration) to assess sojourners’ experiences throughout the migration cycle and serve as a useful tool for identifying and reporting psychological and socio-cultural elements in the returnees stories. The findings of sojourners’ possible identity shifts during intercultural transition are discussed with reference to the four-member paradigm of Cultural Identity Model (CIM) (Sussman, 2010) while addressing Sussman's (2002) argument that overseas adaptation and repatriation experiences are not directly associated. This paper demonstrates the need to understand first that the costs and benefits of circular migration or sojourning are country-specific, and that they do not ‘just happen’ at a particular moment or in one phase but are forged through a veritable rollercoaster of experiences of intercultural adjustment. 相似文献