WEKO3
アイテム
English proficiency, personality and intercultural adjustment of Japanese students studying in America
http://hdl.handle.net/10112/6851
http://hdl.handle.net/10112/68517a5fabb0-c6f3-4471-8f8a-a9a19ee12b0b
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KU-1100-19950000-05(1).pdf (147.1 kB)
|
|
| Item type | 学術雑誌論文 / Journal Article(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2012-07-09 | |||||
| タイトル | ||||||
| タイトル | English proficiency, personality and intercultural adjustment of Japanese students studying in America | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | journal article | |||||
| 著者 |
Yashima, Tomoko
× Yashima, Tomoko |
|||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 20327 | |||||
| 姓名 | 八島, 智子 | |||||
| 概要 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | This study has attempted to discover to what extent a sojourner's L2 proficiency, personality and some other qualities he/she has can predict success in intercultural adjustment. Adjustment of Japanese high school students studying in the U.S. was assessed through a questionnaire in which they were asked to self-rate the degree of satisfaction and how they perceived various aspects of their life in America. Multiple regression analyses were conducted with four dependent variables which focus on different facets of adjustment: \n1) relationship with host families \n2) friendship with Americans (peers) \n3) school achievement and English development, and \n4) English communication effectiveness. \nThe independent variables were taken from tests and questionnaires administered prior to their departure, including standard English test scores and scores on extroversion in the Myers-Briggs Type Indicator. The result showed that English test scores and extroversion were the main predictors of the students' intercultural adjustment among the variables studied. A clear pattern emerged that English test score was the stronger predictor of achievement-related dimension, while personality was the stronger predictor in interactional dimensions. While recognizing the role that personality plays in intercultural adjustment, a suggestion is made to introduce intercultural skill training which enhances the students' interactional effectiveness in English. |
|||||
| 書誌情報 |
Intercultural Communication Studies 巻 5, 号 1, p. 83-108, 発行日 1995 |
|||||
| 権利 | ||||||
| 権利情報 | (C) International Association for Intercultural Communication Studies\nWe obtained permission to copy from the copyright owner: International Association for Intercultural Communication Studies. The original version of this article is available at: http://www.uri.edu/iaics/content/1995v5n1/index.php | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| 出版者 | ||||||
| 出版者 | International Association for Intercultural Communication Studies | |||||
