A case study exploring the sociocultural characteristics of adult Japanese ESL learners in Australian EAP programs

Research findings show that the poor level of English accomplishment amongst Japanese students in English as Second Language (ESL) settings continues to be an issue of concern. This interpretative study adopted an ethnographic case method to explore and advance reader’s understanding of Japanese learner’s sociocultural characteristics and, also, to investigate how cross-cultural similarities/ differences between the sociocultural heritage of Japanese learners and the contextual factors of Australian English for Academic Purposes (EAP) study abroad programs interact. This study aims to interpret the problems surrounding the poor performance of Japanese students in Australian ESL contexts and identify issues not present in the literature that warrant further investigation. Interviews, structured by a thematic reporting framework, were used as the interpretive instrument for data collection. Data, supported by the reporting framework, was analysed using a constant comparative method. The exploratory nature of this report led to the following conclusions. Firstly, Japanese students’ past educational experience interferes with Second Language Acquisition (SLA) in Australian EAP study abroad programs. Secondly, Japanese students have a predisposition towards integrative motivation. Thirdly, significant others influence Japanese learners’ ability to cope with transition issues, such as managing academic and social problems. Finally, contextual factors of Australian EAP programs (e.g. course materials, teaching and learning methodology and assessment) negatively impact English language learning. This study raises questions about the difficulties experienced by Japanese learners in Australian EAP study aboard programs.

Japanese lesson study : teacher professional development through communities of inquiry

Japanese Lesson Study has come under increasing attention from educators in the West and throughout South-East Asia since it was revealed outside Japan through the release of the TIMSS Video Study. In this paper we argue that Japanese Lesson Study provides a model for large scale, sustainable professional development. In particular, we draw on our own experience of Japanese Lesson Study and the research literature to describe its characteristic features and examine some of the cultural assumptions that underpin its implementation.

Impacts of currency fluctuations on Japanese foreign direct investment

The Japanese currency has appreciated substantially against most other currencies over the last two decades. During the same time Japan has become one of the world's largest providers of FDI. Japan's share of total FDI outflows increased from about 6 percent during the late 70's to 21 percent in 1990 while its share of the total stock of FDI in the world increased from less than 1 percent in 1960 to more than 13 percent in 1993. Not surprisingly, Japan's role in international business in general and its FDI activities, in particular, have attracted considerable attention from researchers world wide. However, much of this attention has been directed towards the patterns and determinants of Japanese foreign direct investment, in particular to the United States. The impact of changes in the value of the Yen on Japanese FDI has been largely overlooked. Thus, this paper fills an important gap in the literature by focusing on the influence of changes of the exchange rate on Japanese foreign direct investment. A comprehensive simultaneous equa-tion model of Japanese FDI is developed on a regional level to gauge the extent to which currency fluctuations affect Japanese FDI activities. The results suggest that the exchange rate is an effective mechanism through which to influence FDI. Thus, the exchange rate should not be overlooked by the World Trade Organisation in its efforts to further liberalise investment through the Multilateral Agreement on Investment.