The internal and external and external consciousness of Japanese Students' Intercultural Language Communication

QING YU (Jilin International Studies University)

Article ID: 5046

DOI: https://doi.org/10.30564/jiep.v5i2.5046

Abstract


Japanese strictly distinguish between inside and outside, that is, they have a strong sense of inside and outside. The character has penetrated the study and life of Japanese students. Living in a different cultural environment, Japanese students are more influenced by Internal and External Consciousness in cross-cultural communication. The purpose is to draw out the influence of Internal and External Consciousness on the intercultural communication of Japanese students and put forward targeted teaching strategies accordingly by listing the misunderstandings among Japanese students in intercultural communication through the HSK dynamic corpus of Beijing Language and Culture University.

Keywords


Inside and outside consciousness; Japanese Students; Intercultural communication Influence; Teaching strategies.

Full Text:

PDF

References


[1] Bachnik, J. M. (1992). The two" faces" of self and society in Japan. Ethos, 20(1), 3-32.

[2] Davies, R. J., & Ikeno, O. (2011). Japanese mind: Understanding contemporary Japanese culture: Tuttle Publishing.

[3] Kamada, I. (1993). “I” and Self‐Consciousness in the Japanese Language and Sociology. International Journal of Japanese Sociology, 2(1), 47-63.

[4] Ma, H. (2015). Study on the Commonalities of People’s Religious Consciousness in China and Japan–From the Intercultural Communication Perspective. Paper presented at the 2015 International Conference on Economy, Management, and Education Technology.

[5] Mogi, N. (2001). The effects of group consciousness on Japanese language behavior. Psychology of Language and communication, 5(1), 81-94.

[6] Toyoda, E. (2016). Intercultural knowledge, awareness and skills observed in a foreign language classroom. Intercultural Education, 27(6), 505-516.

[7] Matsuda, A. (2003). Incorporating world Englishes in teaching English as an international language. Tesol Quarterly, 37(4), 719-729.

[8] Kubota, R. (2002). The impact of globalization on language teaching in Japan. In Globalization and language teaching (pp. 23-38). Routledge.

[9] Hino, N. (2009). The teaching of English as an international language in Japan: An answer to the dilemma of indigenous values and global needs in the Expanding Circle. AILA Review, 22(1), 103-119.

[10] Schauer, G. A. (2007). Finding the right words in the study abroad context: The development of German learners' use of external modifiers in English.

[11] Timpe-Laughlin, V., & Dombi, J. (2020). Exploring L2 learners’ request behavior in a multi-turn conversation with a fully automated agent. Intercultural Pragmatics, 17(2), 221-257.

[12] Zhang, R., & McCornac, D. C. (2013). Intercultural Awareness via Improvements in Intercultural Communication. Journal of Intercultural Communication, 2(2), 231-247.

[13] Basharina, O. K. (2007). An activity theory perspective on student-reported contradictions in international telecollaboration. Language learning & technology, 11(2), 82-103.

[14] Yamada, M. (2011). AWARENESS OF RACIAL AND ETHNIC DIVERSITY IN JAPANESE JUNIOR HIGH SCHOOLS'ENGLISH LANGUAGE TEXTBOOKS. Critical Inquiry in Language Studies, 8(3), 289-312.

[15] Fritz, R., & Sandu, R. (2020). Foreign language and intercultural development in the Japanese context–a case study. Language and Intercultural Communication, 20(6), 600-620.

[16] McKenzie, R. M. (2010). The social psychology of English as a global language: Attitudes, awareness and identity in the Japanese context. Springer ScienceþBusiness Media.

[17] Padilla, A. M., Wagatsuma, Y., & Lindholm, K. J. (1985). Acculturation and personality as predictors of stress in Japanese and Japanese-Americans. The Journal of social psychology, 125(3), 295-305.

[18] Matsuda, A. (2009). Desirable but not necessary? The place of world Englishes and English as an international language in English teacher preparation programs in Japan. English as an international language: Perspectives and pedagogical issues, 169-189.

[19] Aubrey, S. (2009). Creating a Global Cultural Consciousness in a Japanese EFL Classroom. English Language Teaching, 2(2), 119-131.

[20] Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. Motivation, language identity and the L2 self, 86(1), 144-163.


Refbacks

  • There are currently no refbacks.
Copyright © 2022 QING YU


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.