日本大学歯学部紀要 33，77‑81，2005

Topics in cross‑cultural communication
Sarah Moate
Abstract
This study investigates topics in cross‑cultural communication ESL classes for Japanese
students and refers to 2 current text‑books. A student survey and analysis of cross‑cultural
topics chosen by students for presentation in class confirmed the need for a cognitiveapproach. The findings might be of use for developing student‑centred, cross‑cultural
approaches for university ESL classes where the focus is on meaningful independent student‑research and presentation of it.
Key words: cross‑cultural, student‑centred, active acquisition, topics, internationalisation.

Introduction
Although there has been substantial research on the theory of culture teaching in ESL sincethe 1960ʼs and 1970ʼs, there is a scarcity of data on cultural content that is of interest to thestudent. Stern (92), comments in detail on the cultural syllabus, concluding‑ʻThe most serious obstacle to using many cultural teaching techniques effectively lies in thelack of data and resources for the cultural content to be taught.ʼ
Chastain (88),presents topics that are likelyto be of interest to language students at high schoolor university level and Stern outlines 6 aspects of culture teaching.Although Chastain does notindicate where the information on these topics is to come from, Stern does refer to cognitive
approaches, emphasising the importance of research as a way of enabling students to find out
for themselves. Nunan (88), comments in detail on the desirability of fostering independent
learning and of developing skills ofʻlearning how to learnʼ.Glasgow(97),also emphasises active
student acquisition of information and skills appropriate to level‑noting that ʻlearn to learnʼisa life‑long skill that can be utilised in the future. The Japanese Ministry of Science andEducation recentlybrought out a directive for kokusai rikai kyoiku (education for internationalunderstanding)for Elementary School teaching. Shaules (2004)states that‑ʻ
The field of intercultural communication is spreading rapidly in university education as thetraditional language teaching focus on literature and conversation shifts towards internationalisation.ʼ
Recently 2 text‑books employing cross‑cultural concepts have had quite an impact on ESL
teaching in Japan ; J‑Talk (2000, OUP) and Identity (2004, OUP). Both are communication
courses for Japanese young‑adult learners of pre‑intermediate to intermediate level.Both are

日本大学歯学部

英語

Nihon University School of Dentistry
1‑8‑13 Kanda‑Surugadai, Chiyoda‑ku, Tokyo 101‑8310, Japan〒 101‑8310 東京都千代田区神田駿河台１‑８‑13(受理：2005年９月 30日)

77

日本大学歯学部紀要 33，77‑81，2005

divided into 12 units, contain a c‑d for students and refer to cultures across the globe as well
as exploring issues particular to Japan. The texts use a variety of visual imagery and techniques to make the books accessible and inter‑active. The lay‑out and lexis in J‑Talk issimpler and uses a Japanese word‑list in each unit.Identity includes a section on a real personsuch as a translator or journalist from around the world.In the academic year 2003/4 J‑Talk
was the text for 120 Nihon University, School of Dentistry first‑year undergraduate students
in the current writerʼs ESL classes, the following academic year, 2004/5, Identity was theclasstext. As part of a feed‑back survey done at the end of each academic year, student
response was that J‑Talk was ʻ
too easyʼand Identitywas ʻdifficultʼ.In J‑Talk the most popularunits were ʻFirst Dateʼ(Unit 6)and ʻFeast On Thisʼ(Unit 9),the least popular was ʻ
Glued to theTubeʼ(Unit 12).In Identity,ʻ
Gender and Cultureʼ(Unit 9)and ʻPolitenessʼ(Unit 7)were the mostwell‑received units.As with most text‑books in ESL,classes were based on part of the unit andtailored to the needs of each group.In this case the students levels range from pre‑intermediate
to advanced.ʻ
Gender and Cultureʼproved to be the most dynamic topic in 2004/5 with students
preparing and presenting debates on gender in teams over a period of 2‑3 weeks.Both J‑Talkand Identity are teacher‑centred, in fact text‑centred with the authors of the text to someextent leading the class.In the same feed‑back survey referred to above,students commented
that the practical sessions in the classes (unrelated to the texts), such as an introduction ofaspects of tea‑drinking in Britain or apple‑bobbing as part of an exploration of customs heldat Halloween were the most useful. Even though some students naturally began contrastingthese activities with their own cultural experiences (such as the Japanese tea‑ceremony or theOʼ
Bon festival), it seemed appropriate to investigate further the cross‑cultural topics thatstudents were most interested in.

Findings
In M ay 2005,120 first‑year undergraduate students of Nihon University,School of Dentistry( 1)were asked the following‑A) To list the 10 cultural topics that were of most interest to them and why.
B) To conduct research in teams of 3/4 on a cultural topic chosen by themselves and topresent it in class 3 weeks later.These oral presentations in English lasted for 10 minutes andincluded visual images, such as photographs, photocopies, posters or drawings, realia, hand‑outs, or diagrams of research findings. During the research period students used a varietyof resources both within and outside the university such as books, magazines, the internet,personal experience, student surveys and team discussion to prepare the presentation. The
presentations were assessed as a mini‑test on the course. Student teams listening to thepresentation wrote down their response.
The findings of the listed topics (A)and the topics chosen for presentation in class (B) areslightly different.
78

Cross‑cultural communicationA) Top 10 topics
1. Festivals
This included Tanabata (Star festival), Oshogatsu (New Year), Christmas, Halloween,Harvest festival, the reasons were varied but included interest in different customs andenjoyment in the festival.
2. UK Music
This included a range from UK rock to punk. Interest was also expressed in J‑pop andclassical music.M any students seemed well informed in this area and wanted to investigate it
further.
3. Soccer
Inspired by the recent world‑cup hosted by Japan/Korea and the 2006 world‑cup to be heldin Germany, all voters for this topic were male students.
4. Basketball
There was a general interest in sports of all kinds but basketball was especially popular.
5. Tea‑ceremony
Reasons given for choosing this topic were that it is unique to Japanese culture,revealing ofʻwabi‑sabiʼ
, graceful and calming.
6. Movies
American and Japanese movies were of particular interest.Reasons given were that movies
are exciting and an enjoyable way to study English.
7. Samurai
This choice was closely related to ʻkatanaʼor swords. Most students choosing this topic
commented that it related to Japanʼ
s past history or their ancestors and that they were proudof it.
8. Kendo and Judo
Reasons given were that these martial arts originate in Japan but have a world‑wideinfluence (for instance judo games in the Olympics). There was also reference to kendo being
studied at high school.
9 . Japanese Food
M ost of the students who elected this as their number 1 topic mentioned sushi.Reference wasmade to the popularity of sushi amongst non‑Japanese people.
10. Hot‑springs
The students who chose this topic were female, all commented on the health effects of hot‑springs and also mentioned spa‑culture elsewhere in Asia, 1 student referred to Bath Spa inthe UK.
Other topics included traditional Japanese dress such as kimono/yukata, the Royal Family,
polite etiquette and manners, architecture, Buddhism and Christianity.
79日本大学歯学部紀要 33，77‑81，2005

B).The topics chosen in teams for presentation yielded slightlydifferent results.3 groups of the35 groups in the year chose to present their research on manga (Japanese comic books),one
group presented it as a debate on whether manga was damaging or not. 2 groups presented
the tea‑ceremony,the more interesting presentation brieflycompared other cultural attitudes
to tea.3 groups presented topics related to martial arts,the student audience was especially
responsive to these presentations as all included an element of demonstration of techniques.
2 groups presented the theme of Kyoto,using personal experience of a trip there.Other topics
included karoshi (death through overwork), the seniority system, otaku (ʻnerdʼculture) andanimation ( 2).

Conclusion
Although this research was conducted on a relatively small group of university students,
certain patterns emerged.Over 50% of the topics chosen both in the list and for the presentation
were from the studentsʼown cultural background.This tallies with the approach of the 2 text‑books referred to above, which encourage learners to consider their own cultural identities.
M ost of these topics were of a traditional cultural nature,although this changed to some extent
when students considered topics to present.Some of the topics chosen were exclusively chosen
by one gender,this may present difficulties in a mixed‑class,or equally give an opportunity foralternative views.Although the most popular topic on an individual basis was festivals,manga
was the most popular topic when it came to team presentations.
Student teams had to resolve issues within each group on which topic to present and how topresent it. Sometimes this meant that the category broadened to ʻ
sportsʼfor instance, as anumbrella term for several topics such as tennis, soccer and golf, or referred to other cultures.
Active gathering of information by the students, both individually and in teams was a strong
motivating factor. Student‑to‑student surveys in English yielded a lot of peer informationinteresting to the groups. The inter‑active nature of the cultural presentations meant thatstudents in the audience wanted to listen to othersʼfindings.Topics which required an elementof demonstration or debate were preferred by both student presenters and audiences.
Finally, these lists of topics are not intended to be models for others, perhaps the mostimportant aspect of this research is that of the approach,that of encouraging ESL students toactively acquire information for themselves and hopefully develop life‑long skills that can beapplied in an increasingly internationalised world.

Footnotes
1.120 second‑year undergraduates at Nihon University,School of Medicine and 35 first‑year
undergraduate Nihon University, School of Fine Arts Design students were also surveyed(275 students in all).Results varied ; the School of Medicine studentsʼ10 top topics in orderwere as follows‑

tea‑ceremony, soccer, festivals, baseball, music, Japanese food, tem80

Cross‑cultural communication

ples,movies,kimono/yukata,judo and kendo.The School of Fine Arts Design studentsʼ10
top topics in order were as follows‑ kimono/yukata, Japanese sword/sword guard design,
contemporary Japanese designers, Japanese crests, shoe design,bonsai,car design,T‑shirt
design, chop‑sticks, Doraemon.
2.The entire list of topics that were presented are as follows‑manga, samurai, Japaneseswords,Kyoto,judo,tea‑ceremony,animation,sumo,death through overwork,martial arts,
calligraphy, the Star festival, rakugo (Japanese comic story‑telling), sukiyaki, donburi,sports,sushi,temples,otaku,Doraemon,ninja,Japanese musical instruments,kendo,famous
Japanese, geisha and maiko, hot‑springs.

Acknowledgements
The author wishes to thank the students of Nihon University,School of Dentistry,School ofM edicine and School of Fine Arts, whom took part in this survey during May‑July 2005. The
author also wishes to thank Professor Clive S.Langham Head of the English Language
Department at Nihon University, School of Dentistry for his advice.
Bibliography
Chastain K (1976‑1988)Developing 2nd Language Skills; Theory to Practice.Chicago.Rand McNally.
240‑242
Ingram DE and Oʼ
Neill S (1999)The Enigma of Cross‑Cultural Attitudes in Language Teaching.Paperat the launch of the CALL Seminar Series, Centre for Applied Linguistics and Languages
Glasgow NA (1997) New Curriculum for New Times‑A Guide to Student‑Centred, Problem‑Based
Learning. Corwin Press Inc. 4: 29 ‑47
Lee L,Yoshida K,Ziolkowski S (2000)J‑Talk‑Conversation Across Cultures.Oxford University Press
Nunan D (1988)The Learner‑Centred Curriculum. Cambridge Applied Linguistics. 7: 98‑115
Shaules J, Tsujioka H, Iida M (2004)Identity. Oxford University Press.
Shaules J (2004)Intercultural Competencies for Language Teachers. OUP Newsletter, 2‑3
Stern HH (1992)Issues and Options in Language Teaching.Edited by Allen P and Harley B 8: 205‑24281