No.18, 2013 51-63 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, 2013 1 2010 B 1 90 Englishnization Neeley, 2011 300 80 20
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
Canale & Swain, 1980; Bachman, 1990 3 3 1 2008 1 Cummins 2003 OECD AHELO OECD generic skillsoecd, 2003 3 2 Norris & Ennis 1989 1 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
- 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 1 2010 ECML 15 CEFR Intercultural Competence Council of Europe, 2001 trans-linguistic, trans-cultural inter-linguistic, inter-cultural crosscultural Autobiography of Intercultural Encounters norms beliefs
plurilinguistic, pluricultural multilingualism, multiculturalism intermediacy 10 Crystal, 1997; Graddol, 1999World Englishes Warschauer, 2000 4 2 Global competences, resources microcompetences Can-do Statements FREPA competence resources Intercultural Competence global competence micro-competence 1 - - - - 2-3 4 5 6 7 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 Statements 3 Weir, 2005 Skills Facione, 1990; Norris & Ennis, 1989 ETS 3 29 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 5 3 3 2011, 2012 82 834 Can-do Statement 1 2 3 4 1 2 3 4 4
12 34 2012a 1 12 13 21 22 29 T P.05 3 20, 23, 25 T 3 SD Knowledge 1.79 0.55 3.07 0.49 Attitudes 1.71 0.79 2.65 0.51 Skills 1.82 0.92 2.76 0.39 T P.05 1 4 3 P.01 1 2 3 4 * 5 3 T P.01 4 3.74* 3 2 3 2 TOEIC 0.58 0.61 0.53 P.05 2 2 SD 2.49 1.23 3.74 0.81 T P.01
4 3 AIE 5 4 Autobiography of Intercultural Encounters Autobiography of Intercultural Encounters 60 80 SPSS KJ 80 23 1 10 24 2 16 3 9 4 8 5 6 6 5 7 4 8 3 9 6 60 3 2
5 5 1 AIE Can-do 10 19 Can-Do 1 2 3 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
3. - - - - - plagiarism 2 Can-do AIE 1 2 1 2. 0.7 ETS 0.5 V
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