日本人高校生における英語指導助手との異文化コミュニケーション能力の測定

概要

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The present research is concerned with assessing intercultural communication competence (ICC) of Japanese high school students in communicating with Assistant Language Teachers (ALTs) in the English classroom. This was done on the basis of previous research in which I have conceptualized ICC (Moriizumi, 1996). I undertook the survey for both students and ALTs by utilizing the self-perceived Intercultural Communication Competence Scale (ICCS). The survey mainly revealed the following results. First, many items in the ICCS showed the significant differences between the students' present and desirable level of competence perceived by the ALTs. Particularly, compensation strategy and communication initiative showed the greatest gaps. Second, I found that students who contacted ALTs more held greater competence in several components of ICC. Finally, the results confirmed that ALTs who stayed longer in Japan expected less from students in a few components. Taking the findings into consideration, I made pedagogical implications for oral communication in intercultural interaction with ALTs in English classrooms.
全国英語教育学会の論文