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Investigating the Effect of Incorporating Cultural Elements in English Language Teaching to Enhance Japanese College Students’ L2 Vision As Intercultural Speakers

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Investigating the Effect of Incorporating Cultural Elements in English Language Teaching to Enhance Japanese College Students’ L2 Vision As Intercultural Speakers INVESTIGATING THE EFFECT OF INCORPORATING CULTURAL ELEMENTS IN ENGLISH LANGUAGE TEACHING TO ENHANCE JAPANESE COLLEGE STUDENTS’ L2 VISION AS INTERCULTURAL SPEAKERS by HARUMI OGAWA (B.A., M.A.) A Thesis submitted to the University of Birmingham for the Degree of DOCTOR OF PHILOSOPHY School of Education The University of Birmingham September 2017 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT This thesis concerns an exploratory practice (EP) project conducted at a two-year college in north east Japan, which was severely affected by the earthquake of March 2011. The focus of research is a 13-week EFL course for 25 first-year college students, specifically designed to enhance their future visions of themselves as L2 users (Dörnyei & Kubanyiova, 2014). This study examined opportunities that the course created for the students’ vision development in the classroom and the factors that may have contributed to these opportunities. The data came from 1) students’ written narratives, 2) semi-structured interviews, 3) teacher/researcher reflections, field notes and audio- and video- recordings of the classes, and 4) course evaluation questionnaires. Findings show that the course was beneficial for enhancing students’ appreciation of their language-relevant futures and the thesis engages with the factors that contributed to these findings by 1) tracing the trajectories of L2 learning and intercultural experiences of selected interview participants, 2) examining group dynamics and pedagogy adopted for the course, and 3) piecing together an understanding of the role that the teacher played in mobilising one focal participant’s future vision. The key contribution of this EP inquiry turned out to be more far-reaching than originally envisaged; however, pointing to the broader role that language education can play in young people’s lives. The thesis concludes by discussing educational and research consequences of this finding. i ACKNOWLEDGEMENTS First of all, I would like to express my sincere gratitude to my supervisor, Dr Magdalena Kubanyiova, for her continuous support and guidance. She is my greatest role model who has always inspired and encouraged me throughout my study, and helped me to hold on to my vision to complete this project. What I have learned from her about commitment to academic work is invaluable. I am also very grateful to my students who participated in this study. Without their trust and cooperation, I could not have embarked on this study. Last but not least, I would like to thank my family, who supported and encouraged me when I was experiencing hardships during my PhD journey. I would not have been able to complete this work without the work ethic that my parents instilled in me, and I also thank my daughter Shiori, for being the reason for my hard work. It is to them that I dedicate this work. ii TABLE OF CONTENTS ABSTRACT ............................................................................................................................................................................... i ACKNOWLEDGEMENTS ................................................................................................................................................. ii LIST OF TABLES ...............................................................................................................................................................viii LIST OF FIGURES ............................................................................................................................................................... ix 1 INTRODUCTION ......................................................................................................................................................... 1 1.1 Motivation for this study ........................................................................................................................................... 1 1.2 Research questions and research approach ....................................................................................................... 7 1.3 The overall organisation of the thesis................................................................................................................. 10 2 THE CONTEXT OF THIS STUDY ..................................................................................................................... 13 2.1 The Japanese education system ............................................................................................................................ 13 2.2 English education in Japan...................................................................................................................................... 16 2.2.1 History of foreign language education in Japan ........................................................................................... 16 2.2.2 Challenges―English for communication or exam? ................................................................................. 21 2.3 Summary ....................................................................................................................................................................... 27 3 VISION AND L2 MOTIVATIONAL RESEARCH ........................................................................................ 29 3.1 L2 motivational research ........................................................................................................................................ 29 3.1.1 A brief history of L2 motivation research...................................................................................................... 29 3.2.1 The L2 Motivational Self System and possible selves ............................................................................... 34 3.2 Vision and imagery informed by possible selves theory .............................................................................. 37 3.3 The pedagogical relevance of imagery in other self-related frameworks .............................................. 45 3.4 Teachers’ use of strategies to motivate learners............................................................................................. 49 3.5 Summary ....................................................................................................................................................................... 58 4 UNDERSTANDING THE ROLE OF CULTURE IN L2 EDUCATION ................................................ 61 iii 4.1 Culture as a contested notion ................................................................................................................................ 63 4.2 Culture’s relationship with language .................................................................................................................. 65 4.3 Challenges of incorporating culture into language teaching ....................................................................... 70 4.4 Transition from culture to intercultural ............................................................................................................ 71 4.5 Intercultural communication in L2 education and linguaculture ............................................................. 73 4.5.1 Intercultural communicative competence ...................................................................................................... 73 4.5.2 From theory to practice―Applying intercultural into L2 education ....................................................... 75 4.6 Linking the studies in the two areas: L2 motivation and intercultural education as a way to expand self .......................................................................................................................................................................................... 79 4.7 Summary: L2 Vision as an intercultural speaker, transformational power of intercultural education ................................................................................................................................................................................................. 87 5 RESEARCH DESIGN AND METHODS ........................................................................................................... 89 5.1 Choosing EP to understand L2 vision development ...................................................................................... 91 5.2 The research context, participants, and the vision-based course .......................................................... 100 5.2.1 The Research context ....................................................................................................................................... 100 5.2.2 the Course participants .................................................................................................................................... 102 5.2.3 The vision-based course ..................................................................................................................... 105 5.2.4 Interview participants
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