As study abroad with English has become popular for university students in Japan, in-country language preparation courses have become a popular option. These courses allow Japanese students to acquire not only English but also academic skills before they actually progress into foreign universities. Although the demand for these courses are increasing, the number of studies focusing on these courses are still limited. This presentation is about the study of the expected roles of native and local teachers in a language preparation course in Japan. The participants of the study are Japanese students who had applied or had got an offer from universities in the UK and joined English preparation courses in Japan. The participants had lessons with both British and Japanese teachers. In terms of course direction, British teachers were supposed to be representatives of the community which students will aim to join, while Japanese teachers were models who shared the same language and cultural background and had an experience of studying in that community. A questionnaire was conducted to measure students’ attitudes toward language, teachers, and cultural issues. In this presentation, the result of questionnaire is discussed focusing on the gap between the stereotypes and their actual needs are examined. The implication is also suggested.
Tamami Kita, Japan Women's College of Physical Education, Japan
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACEID2019 Conference Proceedings (View)
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