1. The Rationale for the International View
The study (Karita, 1995) has shown that significantly a large number of students at Himeji Dokkyo University feel English is necessary to live in the international community in which they are and will be. It was not just so among the English majors and other foreign language majors (German and Japanese) but also among the Jurisprudence majors and the Economics & Information Science majors. This is a highly motivating factor for the students to learn English. Besides, the motivation is not extrinsic but intrinsic because the students did indicate that they have the intention to interact in the international community, which can be considered to be integrative (Gardner 1985;1988, Gardner & Lambert, 1972) as immigrants try to acquire the language of the community in which they are going to carry their life, and in that case instrumental motivation follows such as professional and personal needs (TESOL Matters, February/March 1992:11). However, this integrative part is still vague, thus weak compared to immigrants. Therefore, it becomes necessary to enable the students to recognize themselves to be prospective members of the international community in which they are and will be.
As the students sense that they need easy access to internationalism, it is an undeniable fact that the global age has come and people are connected as part of the same globe in which interdependence plays a significant role just as the same as a human body and that English is the dominant means of communication among the peoples of various countries. Especially, since the development of the inter-network system of computer based communication the global information flow has just kept going back and forth among forty million people throughout the whole world in an instant. Just recently the morning Mainichi Newspaper (August 5, 1995:3) reported that a group of graduate students at Tokyo University collected about 40,000 names of those who protest against France's testing of the nuclear bombs through this system. Of course, the language the group used is English. Now EIL (English as an International Language) has become quite common among TESOL members (TESOL Matters, February/March 1992:11). Also environmental issues and Peace Education suggest that the study of English cannot do without global age and its discipline in these fields (TESOL Matters, February/March 1992:1&6), and International City cannot be built without the successful communicative English education (Koike, The English Teachers' Magazine, July 1995:32-33). These facts and trends all suggest that English education cannot stand by itself without an international view.
The most significant point is that the international view is not just a single point of view, neither a particular individual's nor a particular cultural view. The teacher's responsibility is to show the students analytically the distinction of different views or values among several different cultures, though English, whether it is taught as a primary, secondary, tertiary, or a foreign language, is used as a means of communication approximately by seven hundred fifty million people or more (Saitoh, The Teachers' Magazine, March 1994:9), and to avoid the teacher's inclination to impose upon the students to fit well in the dominant culture of the English langauge, unless the students are aware of choosing the same value systems of the culture in order to make living in the society they intend to become integrated into. Professor Saitoh also supports that English teachers must avoid viewing the culture of the English language to be absolute or superior to other cultural values (Saitoh, March 1994:10). He also indicated the importance of "Shintekitaido", psychological or mental attitude, toward English education (Ibid.). Since the world is made of so many different countries, peoples, languages, and cultures, without forgetting to mention, of course made up of so many plants, animals, rocks, mountains, falls, rivers, and seas, the nature and the people-made, it is extremely difficult to show what the international view is. However, it is required and requested to do so as English teachers' quintessence is sought.(See appendix-1 for reference to the international view; Karita, 1990:66-73.)
2. Focus on Students' Response and the Feasibility of Seeking Their Motivation
This study mainly seeks how much the students are aware of relevancy between the international view and the English learning process, what the students become interested in through this process, and what the students value highly in the process. It is suggested that the questionnaire is used as a recommended tool to evaluate learner motivation since learning achievement or accomplishment alone, which is strongly influenced by ability and opportunity, can be misleading as learner motivation measurement (Whodkowski, 1985:278). Moreover, the students have the feeling of necessity of English as they have the international view though it seems to be vague. Thus, its intent to clarify their veiw might lead to their autonomous expansion of their learning motivation.
Instead of externally motivating the students, it might be considered quite effective to enable the students to recongnize themselves to have the internal motivation or to be prospective members of the international community in which they are and will be. In this theory it might become feasible enough to pinpoint what their motivational factors could be as they become aware of the international community in which they are and will be. Therefore, the purpose of this study is to find out the relationship between the students' awareness of the international view and their specific area of their international interest in the process of learning English.
3. Encountering Different Cultures--Sensing the International View
How do the students encounter different cultures? When do they encounter those who speak different languages? How do they sense the international view? And how do they relate their experiences to the English language? These questions naturally arise in English teachers' mind. In this study the following two specific questions were considered. (1)How do the students give individual interpretations of the sentence that "I feel English is necessary to live in the international community in which I am and will be?" (2)What are the students' main interest and concern as they encounter different cultures? The first question is to find out the students' international view, which can be led to their intrinsic motivation, and the second question becomes indispensable as one seeks the international view. Under the first question ten assumptions were made, and under the second question eight assumptions were made. The questionnaire was distributed to 371 students, 332 students enrolled in the 1995 academic year at Himeji Dokkyo University and 39 students enrolled in the same year at Kwansei Gakuin University. The students at Himeji Dokkyo University were 133 English majors, 155 Jurisprudence majors, and 44 Economics & Information Science majors. Just to find out there might be some difference compared to the students at HDU, 39 Social Science majors at Kwansei Gakuin University were also asked to respond to the same questionnaire.
Concerning the status of the students, the English majors were made up of 30 first year students, 24 second year students, 75 third year students, and 4 fourth year students. The Jurisprudence majors were 50 first year students and 105 second year students. The Economics & Information Science majors and the Social Science majors are all first year students, and they are 44 and 39.
The Questionnaire
Please cooperate for English Educational Research.
In the results of the previous questionnaire it was found out that the most common and suitable reason for the students' studying English at our university regardless of different majors was "I feel English is necessary to live in the international community in which I am and will be."
In this questionnaire please give your interpretation of the sentence above as the following markings are explained. Please mark (just one) if it fits your mind best, if it fits your mind very well, if it fits your mind fairly, if it fits your mind a little, and if it does not fit your heart at all.
(1)___As you go on your life, probably you would more frequently meet with foreigners and associate with them, which would require you English.
(2)___You would more frequently go abroad, and it would require you English.
(3)___The rapid development of mass media and communication network would require you English to understand the content more fully.
(4)___Your future profession would probably require you English to work on matters.
(5)___Just being kind to the globe, the earth, and solving several environmental issues would require you English as a means of communication.
(6)___Seeking friendly and peaceful solutions in various things would require you English as a means of communication.
(7)___Understanding why and how other people decide, express themselves, and take actions would require you English as a means of bridges among different cultures and individuals.
(8)___Since the international world means the competitive society, finding the appropriate strategies for various challenges and problems would require you English as a means to accomplish your goals.
(9)___Your being interested in art, music, literature, sports, and other hobbies and trying to polish them further into the fields would require you English as a means to expand your culture.
(10)___Your daily life itself requires English.
(11)___Others. (Please specify.) ___________________________
As you encounter different cultures, what would you become most interested and feel most important? Please indicate the following marks in the same manner as the first part of this questionnaire. Please check if it fits your mind best, if it fits your mind very well, if it fits your mind fairly, if it fits your mind a little, and if it does not fit your mind at all.
interest importance
(1)( ) ( )You would be very interested in other peoples' life-styles, customs, and culture, so you would like to keep them as your knowledge.
(2)( ) ( )You would be so fascinated by various cultural shocks you might have when you come across different cultures.
(3)( ) ( )Different cultures would lead you to a mysterious world, which would not only make your life exciting but also stimulate your desire to quest.
(4)( ) ( )You would like to know how other people with different cultural backgrounds make decisions, what their values and criteria are, and how they are different from yours.
(5)( ) ( )You would so much enjoy talking about your experiences with other cultures to your friends.
(6)( ) ( )You would enjoy communicating with other people who have different cultural backgrounds.
(7)( ) ( )You would rather make use of the knowledge you gain to find strategies for accomplishing your goals after you learned different cultures.
(8)( ) ( )As you learn different cultures, you would always like to seek peaceful solutions with respect to the whole world or globe.
(9)( ) ( )Others. (Please specify.)___________________
4. The Assumptions -- Alternatives
When the students sense the international view and feel the necessity of the English language, they would probably imagine the items from one to four in the first part of the questionnaire. Since Japan is made up of several small islands, the students would probaly imagine that they would rather more often go out to meet with foreginers than foreigners' coming into Japan. However, the chances of associating with foreigners in Japan may not be small with regard to Japan's highly developed economy and her international role. The new airports and more convenient flight systems would make them realize that they would, small or large, enevitably have to mingle with people from different countries. The third item would become crucial if the students recognized the fact that the recent development of mass media and communication net work, which would include cable TV, satellite programs, new telephone systems, computer based inter-network systems, etc., is so great that they might need English skills to keep up with the new era of the society filled with tremendous amount of information. The fourth item is the obvious outcome of the three items above, for the students would feel that they must make living in such a society as described by the three.
Some say that just to get things done or just to try to accomplish some goals would require English in an international society. However, this item, though first considered, seemed to have been too general to grasp the students' mind. Instead, it varied into the items, No. 4, 8, 9, and 10; in other words, they are jobs, strategies, hobbies, and daily life. The eighth item was made to emphasize the point of making strategies although the students might feel reluctant to mark it positively as they consider the description that an international society is a competitive society.
The items, 5, 6, and 7 are the current concern of the global age. It was intended to show how much the students would find the relevancy between each of them and the English language. They are the environmental issues, peace keeping issues, which would lead to Peace Education, and intercultural understanding (communication).
A number of motivating factors could be considered as one would encounter different cultures. They were listed in the second part of the questionnaire. The factors have to do with acquiring knowledge, experiencing cultural shocks, getting into mystery, finding different values, making conversational pieces, finding excitement in communicational exchange, aggrandizing through new strategies, and wishing peace on the earth.
5. Results and Discussion
No significant differences were observed with regard to the status of the students, whereas some differences were found according to the students' majors. The English majors had seven significant factors (Items No.4, 2, 3, 7, 6, 1, and 9 in the order of the level of significancy) which would fit their minds fairly or more fully in giving their interpretations of the sentence, "I feel English is necessary to live in the international community in which I am and will be." On the other hand, the Jurisprudence majors had only four significant factors (Items No. 4, 2, 3, and 1 in the same order), and the Economics & Information Science majors had only three significant factors (Items No. 4, 3, 2). The Social Science majors had also only four significant factors (Items No. 4, 3, 2, and 1). Compared to the non-English majors, the English majors seemed to be more concerned about intercultural understanding and peace keeping solutions as they view English as a means of communication in the international community. Also as expected from the previous study (Karita, 1995) the English majors seemed to be more strongly seeking the career related to the English language than the non-English majors (See the figures of 46 stars and 33 double circles which would total 79 and would alone reach the significant level). However, as a whole, most of the students, regardless of the majors, imagined that they would go abroad, meet the needs of the information network, and get their jobs done with the more or less use of the English language.
Concerning the students' interest as they encounter different cultures, the English majors had six significant factors (Items No. 1. 6. 3. 4, 5, and 2 in the order of the level of significancy) which would fit their minds fairly or more fully, whereas the Jurisprudence majors had only four significant factors (Items No. 1, 6, 3, and 4 in the same order), and the Economics & Information Science majors had only two significant factors (Items No. 1 and 4). The Social Science majors had also only four significant factors, the same as the Jurisprudence majors (Items No. 6, 1, 4, and 3). The common factors throughout all the majors seemed to be No. 1 and 4. Unlike the items No. 1 and 6 which are quite general and have been quite common in the field of teaching English, the item No. 4 seemed to be rather specific enough to attract the students exclusively. This finding requires further study, however, it would be delighted to add to English teachers' menu since so many students showed their great interest in it.
Regarding the students' feeling of importance as they encounter different cultures, the English majors had seven significant factors (Items No. 1, 4, 8, 6, 3, and 2), whereas the Jurisprudence majors had five significant factors (Items No. 1, 8, 6, 4, and 3), the Economics & Information Science majors had five significant factors ( Items No. 4, 1, 8, 6, and 3), and the Social Science majors had six significant factors (Items No. 8, 1, 4, 6, 3, and 7). It was obvious that the item No. 8 popped into the quite significant level when it comes to their feeling of importance as they encounter different cultures. It was pity that the item No. 8 did not reach the significant level in terms of their interest. However, this area alone could be worth developing in the field of teaching English as been so in Peace Education.
The English Majors (English in the International Community)
1. 13 32 88(the chi-square=13.9) 36 9 6th
2. 15 47 112(the chi-square=62.3) 20 1 2nd
3. 14 54 112(the chi-square=62.3) 18 3 2nd
4. 46 79(x =4.7) 119(x =82.9) 10 4 1st
5. 1 15 65(insignificant) 44 24
6. 6 30 92(the chi-square=19.6) 36 5 5th
7. 21 59 101(the chi-square=35.8) 28 4 4th
8. 4 11 52(insignificant) 53 28
9. 12 38 80(the chi-square=5.5) 40 13 7th
10. 0 8 43(insignificant) 66 24
The English Majors (Their Interest as They Encounter Different Cultures)
1. 32 84(x =9.2) 123(x =96.0) 6 4 1st
2. 6 32 81(the chi-square=6.3) 34 18 6th
3. 15 52 109(the chi-square=54.3) 19 5 3rd
4. 13 58 102(the chi-square=37.9) 25 6 4th
5. 5 38 85(the chi-square=10.3) 30 18 5th
6. 34 71 118(the chi-square=79.8) 12 3 2nd
7. 4 13 53(insignificant) 45 35
8. 7 18 64(insignificant) 46 23
The English Majors(Their Feeling of Importance as They Encounter Different Cultures)
1. 34 90(x =16.6) 128(x =113.6) 3 2 1st
2. 2 22 83(the chi-square=8.2) 37 13 6th
3. 4 39 100(the chi-square=33.8) 25 8 5th
4. 25 73 116(the chi-square=73.7) 14 3 2nd
5. 4 25 75(insignificant) 36 22
6. 21 57 111(the chi-square=59.6) 18 4 4th
7. 5 14 65(insignificant) 38 19
8. 24 58 113(the chi-square=65.0) 13 7 3rd
The Jurisprudence Majors (English in the International Community)
1. 17 38 94(the chi-square=7.0) 47 14 4th
2. 20 59 113(the chi-square=24.8) 41 10 2nd
3. 19 50 101(the chi-square=14.3) 46 8 3rd
4. 25 64 115(the chi-square=36.3) 31 9 1st
5. 2 11 63(insignificant) 50 42
6. 6 24 83(insignificant) 46 26
7. 9 35 83(insignificant) 49 23
8. 7 28 72(insignificant) 49 34
9. 7 27 85(insignificant 37 33
10 9 28 57 (insignificant) 36 62
The Jurisprudence Majors (Their Interest as They Encounter Different Cultures)
1. 31 75 126(the chi-square=60.7) 18 11 1st
2. 5 15 68(insignificant) 40 47
3. 8 44 105(the chi-square=19.5) 27 23 3rd
4. 17 47 102(the chi-square=15.5) 34 19 4th
5. 11 39 85(insignificant) 44 26
6. 29 57 107(the chi-square=22.5) 35 13 2nd
7. 12 30 77(insignificant) 36 42
8. 8 28 86(insignificant) 39 30
The Jurisprudence Majors (Their Feeling of Importance as They Encounter Different Cultures)
1. 20 70 133(the chi-square=78.1) 18 5 1st
2. 4 15 69(insignificant) 49 37
3. 3 30 101(the chi-square=14.3) 38 16 5th
4. 12 56 114(the chi-square=34.4) 31 10 4th
5. 3 32 78(insignificant) 49 28
6. 21 57 115(the chi-square=36.3) 29 11 3rd
7. 7 30 81(insignificant) 40 34
8. 12 58 118(the chi-square=42.3) 22 15 2nd
The Economics & Information Science Majors (English in the International Community)
1. 4 12 24(insignificant) 14 6
2. 4 12 31(the chi-square=7.4) 12 1 3rd
3. 8 15 33(the chi-square=11.0) 11 0 2nd
4. 9 19 36(the chi-square=17.8) 6 2 1st
5. 1 2 14(insignificant) 14 16
6. 2 8 18(insignificant) 16 10
7. 3 6 24(insignificant) 15 5
8. 3 7 23(insignificant) 9 12
9. 2 6 27(insignificant) 9 8
10. 0 3 12(insignificant) 16 16
The Economics & Information Science Majors (Their Interest as They Encounter Different Cultures)
1. 12 21 38(the chi-square=23.3) 3 3 1st
2. 4 4 17(insignificant) 14 13
3. 5 9 26(insignificant) 14 4
4. 6 17 36(the chi-square=17.8) 4 4 2nd
5. 2 6 20(insignificant) 13 11
6. 2 9 25(insignificant) 14 5
7. 5 9 22(insignificant) 15 7
8. 1 5 22(insignificant) 10 12
The Economics & Information Science Majors (Their Feeling of Importance as They Encounter Different Cultures)
1. 8 20 37(the chi-square=20.5) 6 1 2nd
2. 2 6 16(insignificant) 13 15
3. 0 7 29(insignificant) 12 3
4. 5 17 39(the chi-square=26.3) 4 1 1st
5. 1 3 19(insignificant) 11 14
6. 4 14 29(the chi-square=4.5) 12 3 4th
7. 4 8 22(insignificant) 15 7
8. 9 16 33(the chi-square=11.0) 8 3 3rd
The Social Science Majors (English in the International Community)
1. 5 8 22(insignificant) 12 5
2. 0 7 27(the chi-square=5.8) 8 4 3rd
3. 2 8 28(the chi-square=7.4) 10 1 2nd
4. 9 18 31(the chi-square=13.6) 7 1 1st
5. 0 3 12(insignificant) 16 11
6. 1 7 26(the chi-square=4.3) 9 4 4th
7. 8 12 22(insignificant) 11 6
8. 2 4 15(insignificant) 15 9
9. 4 6 21(insignificant) 11 7
10. 0 4 17(insignificant) 12 10
The Social Science majors (Their Interest as They Encounter Different Cultures)
1. 7 17 30(the chi-square=11.3) 7 2 2nd
2. 0 5 15(insignificant) 14 10
3. 2 8 27(the chi-square=5.8) 10 2 3rd
4. 4 15 27(the chi-square=5.8) 8 4 3rd
5. 1 7 20(insignificant) 11 8
6. 10 21 32(the chi-square=16.0) 6 1 1st
7. 3 7 23(insignificant) 10 6
8. 3 8 20(insignificant) 15 4
The Social Science Majors (Their Feeling of Importance as They Encounter Different Cultures)
1. 4 17 35(the chi-square=24.6) 2 2 1st
2. 0 4 19(insignificant) 14 6
3. 1 4 30(the chi-square=11.3) 4 5 5th
4. 6 21 34(the chi-square=21.6) 4 1 3rd
5. 0 4 15(insignificant) 17 7
6. 8 19 34(the chi-square=21.6) 5 0 3rd
7. 1 7 26(the chi-square=4.3) 9 3 6th
8. 9 21 35(the chi-square=24.6) 2 2 1st
6. Conclusions and Suggestions
Specifying an international view when the students felt necessary to live in the international community in which they are and will be and analyzing their interest as they encounter different cultures can be some guidance toward an innovative English teaching approach. Also implying the factors most of the students pointed out might give a hint to create ideal English teaching conditions. Although the students' response seemed to be vague and the descriptions in the questionnaire did not seem to be specific enough to lead to pinpoint the exact teaching approach or method, looking at the several conditions the students indicated one by one will lead one to imagine the learning style with the relevancy between the international view and the English teaching situation.
First of all, the style is task-oriented and some kind of job is done in the learning process. Secondly, the information network, for example the inter-network system, can be used to make the process interesting as well as challenging. Thirdly, encountering foreigners provides the students with the chances not only to have the communicational exchange but also to understand different values and criteria for decision-making.
This approach is not entirely new. Fantini in his article called "Introduction -- Language, Culture, and World View: Exploring the Nexus" indicated the importance of the three in language teaching (Spring 1995: 143). Now there is even "School for International Training(Ibid)." Schnizer in his article proposed the shift in the approach to teaching and to using the language for international purposes (Schnizer, Spring, 1995: 227-235). Here the language means "English as an international language" and Smith discusses the nature of the EIL (Ibid). Fantini suggests some training activities for a world view like ABA-ZAK (Spring, 1995:297-302). Even fifteen years ago Holmes and Guild introduced the parable for training the three (1979:155-157).
However, the hint to create an innovative English teaching approach might depend on how teachers enable the students to recognize themselves to be prospective members of the international community. Though latent might be the students' interest to try to develop the internatinal view by their understanding different values and criteria for decision-making, they develop their desire to quest and even research on their own how their views are different from those who have different cultural backgrounds. As mentioned in Dilin Liu's article that understanding different values and criteria for decision-making is the key to solve "incongruity" and "uncertanity" or "disequilibrium" and that the absence of it brings continual confusion and frustration (Spring, 1995:253-265), its various applications may become indispensable in EIL teaching and quite motivating tools as Piaget, Deci, Krashen, Terrell, and others support (1975, 1985, 1990). The following inquiry, the second part of which is taken from the same parable (Holmes and Guild, 1979:156) but changed and adapted for the class use, might become not only the tool for the English language teaching but also become the beginning for the discussion on differences in decision-making, the quest & research for understanding other cultures, and the development of the international view. This may also specifically suggest an innovative English teaching approach.
I am doing a survey concerning "Culturally Different Criteria for Decision-Making." Would you kindly respond to the following two cases?
(1) You have a friend of your same sex and he/she has a girlfriend/boyfriend, who happened to be your ideal type. As soon as you are introduced to the person by your friend, you fall in love with the person. What are you going to do then? Choose one of the following reactions that would best describe your honest feeling.
( )A. You would try to talk to the person and to have a close relationship with the person. -----the chance-----
( )B. You would accept the person's offer if the person tried to talk to you and to have a close relationship with you (you assumed that you and the person are meant for each other). However, if the person did not try to do so, you would not do anything (you assumed that you and the person are not meant for each other). ----Go-En----
( )C. You would feel obligated not to have a close relationship with the person. Therefore, you would refuse even if the person tried to have a close relationship with you. ------the obligation---
( )D. You would hint to your friend that the person is your ideal type and might fall in love with the person. And if your friend's reaction was a distress and that your friend was in sorrow, you would give up being close to the person, feeling empathic toward your friend. And if your friend's reaction was not a distress at all, you would go ahead and try to have a close relation ship with the person. --compassion---
( )E. You would challenge to your friend that now the person has the right to choose between you and your friend, so you and your friend would compete with each other. ---challenge and competition---
(2)Once there lived a boy and his father on one side of the river and a girl and her mother on the other side of the river. In the river there were many alligators and no bridges across the river. The boy and the girl talked to each other in large voices and made friends with each other. Finally they said to each other "I love you and let's get married when we become 21 years old." When they became twenty-one years old, the girl wanted to cross the river and happened to find a fisherman and his boat. She asked the fisherman to take her to the other side of the river by his boat. The fisherman replied her that he would do so if she could sleep with him the night before crossing the river. He did not give her any other choice. She finally decided to cross the river after sleeping with the fisherman the night before. She did cross the river and could meet the boy (the young man). However, when she told the boy how she crossed the river, the boy got angry and told her that he would not marry to her any more. The girl cried and went home in the same way. Question: Who do you think is the worst person in this story? Also please specify the reason.
A.the boy B.the boy's father C.the girl D.the girl's mother E.the fisherman
I think _____ is the worst person because Bibliography
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Enabling Students to Recognize Themselves to Be Prospective Members of the International Community Will Give a Hint to Create an Innovative English Teaching Approach
________________________________________
Masakazu KARITA
About 370 students were surveyed concerning their individual interpretations of "I feel English is necessary to live in the international community in which I am and will be." Most of them meant that they would frequently go abroad, use the information network, and work in a field where they use more or less English. Also they were asked concerning their interest and feeling of importance as they encounter different cultures. Most of the students were not only concerned about seeking foreign culture as personal knowledge and having communicational exchange in a give-and-take relationship but also were concerned about understanding different values and criteria for decision-making, which would develop their international view. Based on the approach which would include language, culture, and world view, a task-oriented teaching style is recommended to solve the "disequilibrium" with the use of EIL.
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