文明no18.indb

Size: px

Start display at page:

Download "文明no18.indb"

ありさよしくに
6 years ago
Views:

1 No.18, An Attempt to Construct the Objectives of Intercultural Competence and its Instructional Models Kahoko MATSUMOTO Professor, Foreign Language Center, Tokai University This is a report on a publicly-funded study in Japan, the aim of which is to develop a framework, instructional models and evaluation tools for intercultural competence and critical thinking for Japanese university students. In Japan, English teaching has still been very much focused on linguistic skills though teachers are becoming increasingly aware of the necessity to teach problem-solving skills in various situations requiring intercultural communication. So, we started out creating objectives and criteria tailored to the Japanese situation, an English as a Foreign Language (EFL) environment, first by referring to the Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA) published by the European Center for Modern Languages (ECML) and secondly, looking into various critical thinking tests available in North America. The initial, tentative list of Can-do Statements created for our framework has 29 items in 3 sections: the first section deals with knowledge of other languages and cultures, the second involves attitudes toward other cultures including willingness to communicate, and the last section centers around critical thinking skills required for problem solving in various intercultural situations. These items have been validated both qualitatively and quantitatively for adequate modifications and adjustments based on the quesionnaire surveys and interviews with many teachers and students. At the same time, we have been creating and piloting the teaching materials and assessment tools that fit the above-mentioned objectives. Also in order to arrive at some ideal instructional models, we conduted the text analysis of the student entries of Council of Europe s Autobiography of Intercultural Encounters, a reflective learning tool, trying to identify specific difficulties Japanese students have facing various situations of intercultural communication and to evaluate the ways they tackle with the problems. Now, the statistical validation has been done to the assessment tools we have developed for different instructional models. Accepted, Dec. 13, B 1 90 Englishnization Neeley,

2 PISA 2 ICC Intercultural Communication ICC Council of Europe CEFR Teaching and assessing intercultural communicative competence 1997 ICC 2 Critical Cultural Awareness Criticality Critical Pedagogy Critical Cultural Awareness Criticality 4 Intercultural Citizenship 3 ICC EU

3 Canale & Swain, 1980; Bachman, Cummins 2003 OECD AHELO OECD generic skillsoecd, Norris & Ennis Elementary Clarification - Focusing on a question - Analyzing arguments - Asking and answering questions that clarify and challenge 2 Basic Support - Judging the credibility of a source - Making and judging observations 3 Inferences - Making and judging deductions

4 - Making and judging inductions - Making and judging value judgments 4 Advanced Clarification - Defining terms and judging definitions - Identifying assumptions 5 Strategies and tactics - Deciding on an action - Interacting with others TOEFL TOEIC ETS ETS CEFR CEFR FREPA. 4 FREPA 4 1 FREPA Framework of Reference of Pluralistic Approaches to Languages and Cultures Pluralistic approaches to languages and cultures social cohesion FREPA European Center for Modern Languages ECML ACT ECML 15 CEFR Intercultural Competence Council of Europe, 2001 trans-linguistic, trans-cultural inter-linguistic, inter-cultural crosscultural Autobiography of Intercultural Encounters norms beliefs

5 plurilinguistic, pluricultural multilingualism, multiculturalism intermediacy 10 Crystal, 1997; Graddol, 1999World Englishes Warschauer, Global competences, resources microcompetences Can-do Statements FREPA competence resources Intercultural Competence global competence micro-competence FREPA Intercultural Competence descriptors 100 CEFR global competences microcompetences 3 resources 2 CEFR attitudes CEFR existential resources knowledge attitudes skills 2 knowing being knowing how continuum 5 5 1

Autobiography of Intercultural Encounters AIE 2 5 2 1 Can-do FREPA 3 29 29 Can-do

6 Autobiography of Intercultural Encounters AIE Can-do FREPA Can-do Statements 3 Weir, 2005 Skills Facione, 1990; Norris & Ennis, 1989 ETS

7 , Can-do Statement

8 a T P , 23, 25 T 3 SD Knowledge Attitudes Skills T P P * 5 3 T P * TOEIC P SD T P.01

9 4 3 AIE 5 4 Autobiography of Intercultural Encounters Autobiography of Intercultural Encounters SPSS KJ

10 5 5 1 AIE Can-do Can-Do ESP EAP 4 Can-do 1 Can-do :1, 6, 7, 9, 12, 26 2 Can-do :1, 6, 14, 16, 19, 22 3 Can-do :1, 18, 19, 25, 27 4 Can-do :1, 6, 9, 23, 24, 26

11 plagiarism 2 Can-do AIE ETS 0.5 V

12 Intercultural Competence Can-do a2 2012b FREPA 3 Skill Byram. M. (1997), Teaching and Assessing Intercultural Communicative Competence, Clevedon, Multilingual Matters. Bachman, L. F. (1990), Fundamental Considerations in Language Testing, Oxford, Oxford University Press. Canale, M and M. Swain. (1980), Theoretical bases of communicative approaches to second language teaching and testing, Applied Linguistics. Vol. 1, pp Council of Europe (2001), Common European Framework of Reference for Languages: learning, teaching, and Assessment, Cambridge, Cambridge University Press. Council of Europe. (2006), Plurilingual Education in Europe, Strasbourg, Council of Europe. Council of Europe. (2008), Autobiography of Intercultural Encounters Context, concepts and Theories, Strasbourg, Council of Europe. Crystal, D. (1997), English as a global language, Cambridge, Cambridge University Press. Cummins, J. (2003), BICS and CALP: Origins and rationale for the distinction, In C. B. Paulston & G. R. Tucker (Eds.). Sociolinguistics: The essential reading (pp ). London, Blackwell. Ennis, R. & Weir, E. (1985), The Ennis-Weir Critical Thinking Essay Test, Pacific Grove, CA, Critical Thinking Press and Software. European Center for Modern Languages (2010), Framework of Reference for Pluralistic Approaches to Languages and Cultures, ECML Research and Development report series. Graz, Austria. Facione, P. A. (1990), Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction (The Delphi Report), California: The California Academic Press. Graddol, D. (1999), The decline of the native speaker In Graddol, D & Meinhof, U (Eds.). English in a Changing World, AILA Review, No.13, pp PISA 69: a 12: b pp OECD PISA2006 Neeley, T. (2011), Language and Globalization: Englishnization at Rakuten (A), Harvard Business School Case Harvard, Harvard Business School. Norris, S. & Ennis, R. (1989). Evaluating critical thinking. Pacific Grove, CA, Critical Thinking Press and Software. OECD (2003), Key Competencies for a Successful Life and a Well- Functioning Society Warschauer, M. (2000), The Changing global economy and the future of the English Teaching, TESOL Quarterly, Vol. 32, pp Weir, J. C. (2005), Limitations of the Common European Framework for developing comparable examinations and tests, Language Testing, Vol. 22, No. 3, pp

日本語教育紀要８／ｐｄｆ用表紙

日本語教育紀要８／ｐｄｆ用表紙 CEFR Byram Lázár Intercultural Communicative Competence Common European Framework of Reference for Languages Council of Europe CEFR plurilingual and pluricultural competence Intercultural Competence Byram