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The development of learning materials and courses of linguistic landscapes* ：The utilization of video materials/textbooks in intercultural communication courses

  • The Japanese Language Association of Korea
  • Abbr : JLAK
  • 2021, (67), pp.107-117
  • DOI : 10.14817/jlak.2021.67.119
  • Publisher : The Japanese Language Association Of Korea
  • Research Area : Humanities > Japanese Language and Literature
  • Received : January 8, 2021
  • Accepted : February 16, 2021
  • Published : March 20, 2021

Isono Hideharu 1

1名古屋商科大學

Accredited

ABSTRACT

The purpose of this study is to report the first ever attempt to develop learning materials (video/reading materials) for a “course focusing on linguistic landscapes”, and discuss outcomes of the implementation of these materials in the course. The course was conducted as a specialized subject, enrolled by a multicultural group of students mainly belonging to an international faculty referred to as “Intercultural Communication”. A total of 132 students enrolled in the course (of which 21 were international students). Prior to learning, a “survey of linguistic landscapes”, that was based on a 5-point evaluation scale and a free description, was conducted to observe the students’ awareness of linguistic landscapes. The 5-point evaluation scale showed an average figure of 2.46 and comments obtained through the free description survey were superficial. Therefore, it was evident that the students’ overall awareness of linguistic landscapes was low. A total of 15 classes were held, with each having a specific theme according to the prepared video or reading material. The classes began with less difficult themes and gradually progressed to those more complex. The first seven classes were straightforward, introducing linguistic landscapes with obvious features. Subsequent themes discussed the importance of knowledge about countries, regions, or societies, observational skills of cultural backgrounds and linguistic awareness of people, and pragmatic analysis. The consistent learning contents and goals in all the themes was “to enroll in a Japanese course (which is the target language for international students), acquire diverse perspectives and thinking abilities, and gain discussion and presentation skills while also learn what can be understood through Japanese linguistic landscapes in daily life.” After completion of the course, a final term repot was assigned to assess the students’ achievement level. More than half of the students had written reports on difficult themes, indicating their increase in awareness of linguistic landscapes and they had learned “how to observe and analyze linguistic landscapes”, which also supported the effectiveness of this course.

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* References for papers published after 2023 are currently being built.

This paper was written with support from the National Research Foundation of Korea.
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