Case study of Japanese learning in multicultural learning environment where different students’ expectations may exist in teaching and learning

Winch, Junko (2014) Case study of Japanese learning in multicultural learning environment where different students’ expectations may exist in teaching and learning. The European Conference on Langauge Learning (ECLL), Brighton, 09/07/2014-13/07/2014. Published in: The European Conference on Language Learning 2015: Official Conference Proceedings. 103-118. The International Academic Forum, Japan. ISSN 2188-112X

[img] PDF - Accepted Version
Restricted to SRO admin only

Download (547kB)

Abstract

The increasing number of international students whose teaching and learning practices are very different from the UK, is studying in the U.K. This study poses the question of whether Communicative Language Teaching (CLT) is still the most effective and appropriate approach in today’s multicultural society regardless of cultural differences. The Japanese teaching method (Japanisation) was presented as an alternative teaching method to CLT, and the study investigates any impacts on multicultural students in Japanese language teaching at a university in the south of England.
The study was conducted for one semester using two groups (total of 34 students) in 2009/2010. Two teaching methods, Japanisation and CLT, were applied. The concept of Japanisation is drawn from the study of Japanese car manufacturing industries and transferred to the language teaching context. Three tests which provided quantitative data to generate data.

The quantitative results showed that there was no statistically significant difference between the two teaching methods regarding the attainment in the first two tests. However, Japanisation was associated with significantly higher results in the final test, compared with CLT.
The implication of this study is embedding elements of Japanisation and Japanese educational culture in the Japanese language teaching will possibly enhance students’ learning of reading and writing skills. Those who develop the teaching curriculum are encouraged at a strategic level to examine other educational cultures and teaching practices from non-Anglophone countries and assess how they may be combined with CLT to reflect new international characteristics of teaching and learning environments.

Item Type: Conference Proceedings
Schools and Departments: School of English > Sussex Centre for Language Studies
Depositing User: Junko Winch
Date Deposited: 24 Oct 2017 13:58
Last Modified: 24 Oct 2017 13:58
URI: http://sro.sussex.ac.uk/id/eprint/70625

View download statistics for this item

📧 Request an update