日本語 English
| 開講年度/ Academic YearAcademic Year |
20262026 |
| 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 |
火2/Tue.2 Tue.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。 https://www.rikkyo.ac.jp/about/disclosure/educational_policy/ic.html |
| 備考/ NotesNotes |
The main aim of the course is to provide students with opportunities to deepen their understanding of intercultural communicative competence in foreign language learners and of how intercultural communication is learned and taught, particularly in educational settings in Japan. The foreign language learners discussed in this course may include Japanese EFL (English as a foreign language) learners and learners of Japanese as a foreign language. The course also encourages the exchange and development of ideas for effective foreign language teaching that enhances intercultural communicative competence.
In the first half of the course, theories and current issues in intercultural language teaching and learning are covered. In addition to opportunities to hear a guest lecture from an educational practitioner of foreign language teaching in Japan, students are encouraged to participate in micro-teaching, during which they deliver a sample lesson.
In the second half of the course, various topics of cultural keywords/scripts—such as Japanese politeness wakimae, amae, uchi and soto, topic prominence, and interactional features such as aizuchi—are explored. These topics are introduced to deepen students’ understanding of how culture and thought patterns influence the performance and behaviour of second language learners of Japanese as well as Japanese EFL learners.
| 1 | Course Orientation and Introduction |
| 2 | Defining and Describing Intercultural Communicative Competence |
| 3 | Intercultural Communication in Foreign Language Teaching and Learning |
| 4 | Teaching Practice and Application to Research in Japanese Educational Contexts |
| 5 | Intercultural Communicative Competence in the CEFR Companion Volume |
| 6 | Curriculum Design for Intercultural Communication |
| 7 | Assessing Intercultural Communicative Competence |
| 8 | Micro-teaching 1 |
| 9 | Micro-teaching 2 |
| 10 | Cultural Keywords/Scripts (Japanese focus): Relationality — Amae and Uchi/Soto |
| 11 | Cultural Keywords/Scripts (Japanese focus): Politeness — Wakimae |
| 12 | Cultural Keywords/Scripts (Japanese focus): Topic Prominence — Topic-Comment Structure and Rhetorical Style |
| 13 | Cultural Keywords/Scripts (Japanese focus): Backchanneling in Cross-Cultural/Intercultural Interactions — Aizuchi and Silence |
| 14 | Revisiting Intercultural Communication in Language Teaching |
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
About 4 hours of preparation and review are required for each class.
Each week, students are required to read the assigned materials and provide an oral summary in class, followed by discussion. Students also have opportunities to apply their developing knowledge to the creation of teaching materials and lesson plans, which they then present. In addition, they complete a final project based on their observations, experiences, and small-scale experiments.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Participation: Contribution to in-class discussions(30%) Oral Report: Chapter summary presentation(20%) Group Work: Micro-teaching(20%) Final Research Project(30%) |
| 備考 (Notes) | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Michael Byram | Teaching and Assessing Intercultural Communicative Competence: Revisited (2nd Edition) | Multilingual Matters | 2021 | 9781800410237 |
| 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 | 0824818784 |
| 2 | Claire Kramsch | Context and Culture in Language Teaching | Oxford University Press | 1993 | 0194371875 |
| 3 | Claire Kramsch | The Multilingual Subject | Oxford University Press | 2009 | 9780194424783 |
| 4 | Anthony J. Liddicoat & Angela Scarino | Intercultural Language Teaching and Learning | Wiley-Blackwell | 2013 | 9781405198103 |
| 5 | Helen Spencer-Oatey | Culturally Speaking: Culture, Communication and Politeness Theory (2nd Edition) | Continuum | 2008 | 9780826493101 |
| 6 | Troy McConachy | Developing Intercultural Perspectives on Language Use: Exploring Pragmatics and Culture in Foreign Language Learning | Multilingual Matters | 2017 | 9781783099313 |
| 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) 95/5.0 and/or IELTS 6.5.
The main aim of the course is to provide students with opportunities to deepen their understanding of intercultural communicative competence in foreign language learners and of how intercultural communication is learned and taught, particularly in educational settings in Japan. The foreign language learners discussed in this course may include Japanese EFL (English as a foreign language) learners and learners of Japanese as a foreign language. The course also encourages the exchange and development of ideas for effective foreign language teaching that enhances intercultural communicative competence.
In the first half of the course, theories and current issues in intercultural language teaching and learning are covered. In addition to opportunities to hear a guest lecture from an educational practitioner of foreign language teaching in Japan, students are encouraged to participate in micro-teaching, during which they deliver a sample lesson.
In the second half of the course, various topics of cultural keywords/scripts—such as Japanese politeness wakimae, amae, uchi and soto, topic prominence, and interactional features such as aizuchi—are explored. These topics are introduced to deepen students’ understanding of how culture and thought patterns influence the performance and behaviour of second language learners of Japanese as well as Japanese EFL learners.
| 1 | Course Orientation and Introduction |
| 2 | Defining and Describing Intercultural Communicative Competence |
| 3 | Intercultural Communication in Foreign Language Teaching and Learning |
| 4 | Teaching Practice and Application to Research in Japanese Educational Contexts |
| 5 | Intercultural Communicative Competence in the CEFR Companion Volume |
| 6 | Curriculum Design for Intercultural Communication |
| 7 | Assessing Intercultural Communicative Competence |
| 8 | Micro-teaching 1 |
| 9 | Micro-teaching 2 |
| 10 | Cultural Keywords/Scripts (Japanese focus): Relationality — Amae and Uchi/Soto |
| 11 | Cultural Keywords/Scripts (Japanese focus): Politeness — Wakimae |
| 12 | Cultural Keywords/Scripts (Japanese focus): Topic Prominence — Topic-Comment Structure and Rhetorical Style |
| 13 | Cultural Keywords/Scripts (Japanese focus): Backchanneling in Cross-Cultural/Intercultural Interactions — Aizuchi and Silence |
| 14 | Revisiting Intercultural Communication in Language Teaching |
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
About 4 hours of preparation and review are required for each class.
Each week, students are required to read the assigned materials and provide an oral summary in class, followed by discussion. Students also have opportunities to apply their developing knowledge to the creation of teaching materials and lesson plans, which they then present. In addition, they complete a final project based on their observations, experiences, and small-scale experiments.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Participation: Contribution to in-class discussions(30%) Oral Report: Chapter summary presentation(20%) Group Work: Micro-teaching(20%) Final Research Project(30%) |
| 備考 (Notes) | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Michael Byram | Teaching and Assessing Intercultural Communicative Competence: Revisited (2nd Edition) | Multilingual Matters | 2021 | 9781800410237 |
| 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 | 0824818784 |
| 2 | Claire Kramsch | Context and Culture in Language Teaching | Oxford University Press | 1993 | 0194371875 |
| 3 | Claire Kramsch | The Multilingual Subject | Oxford University Press | 2009 | 9780194424783 |
| 4 | Anthony J. Liddicoat & Angela Scarino | Intercultural Language Teaching and Learning | Wiley-Blackwell | 2013 | 9781405198103 |
| 5 | Helen Spencer-Oatey | Culturally Speaking: Culture, Communication and Politeness Theory (2nd Edition) | Continuum | 2008 | 9780826493101 |
| 6 | Troy McConachy | Developing Intercultural Perspectives on Language Use: Exploring Pragmatics and Culture in Foreign Language Learning | Multilingual Matters | 2017 | 9781783099313 |
| 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) 95/5.0 and/or IELTS 6.5.