日本語 English
| 開講年度/ Academic YearAcademic Year |
20242024 |
| 科目設置学部/ CollegeCollege |
異文化コミュニケーション研究科/Graduate School of Intercultural CommunicationGraduate School of Intercultural Communication |
| 科目コード等/ Course CodeCourse Code |
VV184/VV184VV184 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
|
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
秋学期/Fall semesterFall semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
木2/Thu.2 Thu.2 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
ICC5131 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
科目コード登録/Course Code RegistrationCourse Code Registration |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
－（履修中止制度なし/ No system for cancellation) |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
The main aim of the course is to provide students with opportunities to enhance their understanding of how culture and thought patterns influence the performance and behaviours of second language learners, with a specific focus on Japanese learners of English. Various concepts and issues unique to the Japanese language and communication are introduced through empirical studies, and the course facilitates the exchange and proposal of ideas for effectively instructing Japanese learners of English to improve their intercultural competence.
In this course, various topics related to intercultural communication, such as Japanese politeness, Uchi and Soto, rhetorical structure, and interactional features, are covered. Students are required to read provided materials and orally summarize them in class, followed by discussions. Additionally, students have opportunities to apply their acquired knowledge to the development and/or revision of English Language Teaching materials. They are also tasked with completing a mini-project based on their observations, experiences, and experiments.
| 1 | Course orientation & Introduction: High-context cultures and low-context cultures In-Class Project for Language Teaching |
| 2 | Relationality: Amae, Uchi/Soto and Omote/Ura In-Class Project for Language Teaching |
| 3 | Empirical studies on the concepts of Uchi and Soto in relation to Brown & Levinson's politeness theory In-Class Project for Language Teaching |
| 4 | Politeness: Wakimae In-Class Project for Language Teaching |
| 5 | Topic-comment structure: Topic-marker wa In-Class Project for Language Teaching |
| 6 | Topic prominence & Rhetorical structure Ki-Shoo-Ten-Ketsu In-Class Project for Language Teaching |
| 7 | Backchanneling: Aizuchi and cross-cultural interactions In-Class Project for Language Teaching |
| 8 | Backchanneling: Silence and intercultural communication In-Class Project for Language Teaching |
| 9 | Interactional features and competence In-Class Project for Language Teaching |
| 10 | Rhetorical structure: Thought patterns in US and Japan In-Class Project for Language Teaching |
| 11 | Rhetorical structure: Coherence in L1 and L2 writings Agent vs. Patient In-Class Project for Language Teaching |
| 12 | Do-language vs. Become-language Requests made by Japanese learners of English In-Class Project for Language Teaching |
| 13 | Presenting a final mini-project |
| 14 | Presenting a final mini-project |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
Students are required to read given materials and make oral reports in class. Contribution to discussion in class is very much welcomed. Students are also required to be prepared for a presentation on final mini-project based on their research at the end of the course.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Oral report of chapter summary (40%) Participation: Contribution to discussion in class (20%) Final mini project: Essay and oral presentation (40%) |
| 備考 (Notes) | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Senko K. Maynard | Japanese Communication: Language and Thought in Context | University of Hawai'i Press | 1997 | 9780824818784 |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Supplementary readings will be given in class. |
Having a basic knowledge of Japanese is preferable.
The following minimum level of English Language Proficiency is expected at the time of registration: TOEFL (iBT) 90 and/or IELTS 6.5.
The main aim of the course is to provide students with opportunities to enhance their understanding of how culture and thought patterns influence the performance and behaviours of second language learners, with a specific focus on Japanese learners of English. Various concepts and issues unique to the Japanese language and communication are introduced through empirical studies, and the course facilitates the exchange and proposal of ideas for effectively instructing Japanese learners of English to improve their intercultural competence.
In this course, various topics related to intercultural communication, such as Japanese politeness, Uchi and Soto, rhetorical structure, and interactional features, are covered. Students are required to read provided materials and orally summarize them in class, followed by discussions. Additionally, students have opportunities to apply their acquired knowledge to the development and/or revision of English Language Teaching materials. They are also tasked with completing a mini-project based on their observations, experiences, and experiments.
| 1 | Course orientation & Introduction: High-context cultures and low-context cultures In-Class Project for Language Teaching |
| 2 | Relationality: Amae, Uchi/Soto and Omote/Ura In-Class Project for Language Teaching |
| 3 | Empirical studies on the concepts of Uchi and Soto in relation to Brown & Levinson's politeness theory In-Class Project for Language Teaching |
| 4 | Politeness: Wakimae In-Class Project for Language Teaching |
| 5 | Topic-comment structure: Topic-marker wa In-Class Project for Language Teaching |
| 6 | Topic prominence & Rhetorical structure Ki-Shoo-Ten-Ketsu In-Class Project for Language Teaching |
| 7 | Backchanneling: Aizuchi and cross-cultural interactions In-Class Project for Language Teaching |
| 8 | Backchanneling: Silence and intercultural communication In-Class Project for Language Teaching |
| 9 | Interactional features and competence In-Class Project for Language Teaching |
| 10 | Rhetorical structure: Thought patterns in US and Japan In-Class Project for Language Teaching |
| 11 | Rhetorical structure: Coherence in L1 and L2 writings Agent vs. Patient In-Class Project for Language Teaching |
| 12 | Do-language vs. Become-language Requests made by Japanese learners of English In-Class Project for Language Teaching |
| 13 | Presenting a final mini-project |
| 14 | Presenting a final mini-project |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
Students are required to read given materials and make oral reports in class. Contribution to discussion in class is very much welcomed. Students are also required to be prepared for a presentation on final mini-project based on their research at the end of the course.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Oral report of chapter summary (40%) Participation: Contribution to discussion in class (20%) Final mini project: Essay and oral presentation (40%) |
| 備考 (Notes) | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Senko K. Maynard | Japanese Communication: Language and Thought in Context | University of Hawai'i Press | 1997 | 9780824818784 |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Supplementary readings will be given in class. |
Having a basic knowledge of Japanese is preferable.
The following minimum level of English Language Proficiency is expected at the time of registration: TOEFL (iBT) 90 and/or IELTS 6.5.