Speaker
Description
This presentation examines sociocultural factors that influence Japanese learners’ participation and performance in ESL classrooms. It focuses on cultural values such as group orientation, hierarchical relationships, and face-saving practices, as well as the impact of higher education expectations, entrance examinations, and pressure to succeed. The study highlights the need for communicative teaching approaches and socioculturally sensitive instruction for Japanese ESL learners.
Keywords
Sociocultural factors in ESL
Intercultural competence in language education
References
Gainey& Andressen.(2002). The Japanese education system: Globalisation and
International education. Japanese Studies,22(2),153-167.
White.(1987). The Japanese educational challenge: A commitment to children. Ne
York: The Free Press.
Chu.(1999). Meeting the educational and sociocultural needs of Japanese students. In
Park&Mei-Ying Chi(Eds.),Asian-American education: Prospects
and challenges. Westport, Conn.: Bergin&Garvey.
Barnlund.(1989). Communication styles of Japanese and Americans. Belmont,
CA: Wadsworth Publishing Company.
Noguchi.(1987). The dynamics of rule conflict in English and Japanese
Conversation. International Review of Applied Linguistics in Language Teaching,
15(1),15-24
Yamada.(2005). Nihonno eigo kyoiku. Japan:Iwanami Shoten.
Chen& Isa.(2003).Intercultural communication and cultural learning: The
Experience of Japanese visiting students in the U.S. The Howard Journal of
Communications, 14,75-96.
Savington.(2001). Communicative language teaching for the twenty-first century.
In Celce-Murcia.(Eds.),Teaching English as a second a foreign language(3rd ed.),
13-28.U.S.A.:Heinle&Heinle.
Abstract
Background:As globalization increases opportunities for Japanese university students to study abroad, many encounter challenges in ESL classroom settings that cannot be fully accounted for by linguistic proficiency alone. Japanese education has traditionally emphasized grammar, reading, and writing, while cultural norms prioritize cooperation, hierarchical relationships, and the avoidance of public error. In addition, expectations surrounding higher education(Gainey,&Andressen,C.2002), entrance examinations, and pressure to succeed(White,1987) shape learners’ attitudes toward language use and classroom participation. Contribution:This presentation investigates key sociocultural factors that function as barriers for Japanese learners of English in ESL contexts. It explains how group-oriented values(Chu,1999), vertical social structures(Barnlund,1989), and face-saving practices(Noguchi,1987) shape speaking behavior and willingness to communicate. The analysis reflects journals and observations to gain results while considering exam-oriented educational practices(Yamada,2005) affecting learning styles and preferences, often limiting exposure to communicative language use. By linking these factors to ESL dynamics, the study stresses awareness in instruction.Outcome:The presentation argues that ESL teachers working with Japanese learners must develop sociocultural sensitivity and intercultural communication skills (Chen and Isa, 2003). It recommends a communicative approach through Communicative Language Teaching (Savignon, 2001), such as information-gap activities as examples of communicative practice, to support participation, oral proficiency, and respect for learners’ cultural backgrounds by understanding Japanese silence, providing materials that engage students through topics they know and feel comfortable with, and allowing time. These insights can help educators design more effective and inclusive ESL instruction for Japanese students.
Short summary
This presentation examines sociocultural factors that influence Japanese learners’ participation and performance in ESL classrooms. It focuses on cultural values such as group orientation, hierarchical relationships, and face-saving practices, as well as the impact of higher education expectations, entrance examinations, and pressure to succeed. The study highlights the need for communicative teaching approaches and socioculturally sensitive instruction for Japanese ESL learners.
| Scheduling preference | Anytime on Sunday |
|---|---|
| Title | Sociocultural Barriers Affecting Japanese Learners of English in ESL Class |