A case study of Japanese language teaching in a multicultural learning environment where different students’ expectations may exist in teaching and learning

Winch, Junko (2014) A case study of Japanese language teaching in a multicultural learning environment where different students’ expectations may exist in teaching and learning. In: Innovative Language Teaching and Learning at University: Enhancing Student Performance, 16/05/2014, University of Leeds. (Accepted)

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Abstract

This study explores any possibility of enhancing students’ learning potential in Japanese language teaching which may also relate to classroom management and intercultural awareness in the globalisation of higher educational institutions.

The increasing number of international students whose culture of teaching and learning practices are very different from UK students, is studying under the teaching approach which was originated in Anglophone countries. 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 paper investigates whether the Japanese teaching method (Japanisation), which is presented as an alternative teaching method to CLT, gives any impact on multicultural students in Japanese language teaching at a university in the south of England. The concept of Japanisation is drawn from the study of Japanese car manufacturing industries and transferred to the language teaching context.
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. Three tests which provided quantitative data and qualitative data were used 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 or Workshop Item (Lecture)
Schools and Departments: School of English > Sussex Centre for Language Studies
Depositing User: Junko Winch
Date Deposited: 25 Oct 2017 10:32
Last Modified: 25 Oct 2017 10:32
URI: http://sro.sussex.ac.uk/id/eprint/70643

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