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Culture clash in the Japanese EFL classroom：A study of tolerance of ambiguity in second language acquisition
https://doi.org/10.15113/00010541
https://doi.org/10.15113/000105412422cf07-6013-4f0a-bf51-79b64f72f03c
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
beeiu-v5p40-60.pdf (1.1 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
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| 公開日 | 2009-03-31 | |||||||
| タイトル | ||||||||
| タイトル | Culture clash in the Japanese EFL classroom：A study of tolerance of ambiguity in second language acquisition | |||||||
| 著者 |
SAKAMOTO, Robin
× SAKAMOTO, Robin
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| 著者(機関) | ||||||||
| 岩手大学教育学部英語教育講座 | ||||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | The purpose of this study was to examine second language acquisition from an intercultural perspective. Research was conducted by administering a Japanese version of the Second Language Tolerance of Ambiguity Scale (Ely, 1995) to 128 students taking English as a foreign language. The data were analyzed to determine if a general trend was present in the learning style of these students and, furthermore, to examine the possible implications for tolerance of ambiguity in the foreign language classroom. The cognitive variable of ambiguity tolerance (AT) was chosen for this study after a review of the intercultural communication literature revealed an inherent paradox regarding AT when Japan is defined as a high-context collectivist society that is also high in uncertainty avoidance. The research was conducted in Japanese university foreign language classrooms to ensure that AT could be studied in a learning environment where students were trying to communicate as well as confront uncertainty. Current research has not been able to determine a preferred learning style for the Japanese, which may be due to the reluctance of Japanese students to express frank opinions on a survey. Therefore, one of the major aims of this study was to develop a culturally sensitive assessment tool that substituted pictorial symbols salient in Japanese society for the response words, "strongly agree'’, "agree’’, "disagree'’, and "strongly disagree". The resulting data show that Japanese students, as members of a high-context, collectivist society, are tolerant of ambiguity when English is experienced as an indirect communication style. However, once English becomes a direct form of communication, as when writing or speaking, students' attitudes reflect the characteristics of a high uncertainty avoidance culture and they become intolerant of ambiguity. The study also suggests a relationship between travel to an English speaking country and a higher TOA in the areas of reading, writing, and listening. However, this did not hold true for speaking. Cognitive awareness of TOA could enhance second language acquisition and result in the development of language strategy instruction. Additional research on TOA is also recommended to further understand the paradox of ambiguity tolerance as experienced by the Japanese learner. | |||||||
| 出版者 | ||||||||
| 出版者 | 岩手大学教育学部英語教育講座 | |||||||
| 登録日 | ||||||||
| 日付 | 2009-03-31 | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| ID登録 | ||||||||
| ID登録 | 10.15113/00010541 | |||||||
| ID登録タイプ | JaLC | |||||||
| NCID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AA11362676 | |||||||
| 書誌情報 |
岩手大学英語教育論集 巻 5, p. 40-60, 発行日 2003-03-15 |
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| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 1344-7807 | |||||||
