School of Letters Department of Humanities Literature Course
English Linguistics & Literature Major
Major (Credit 2)
選択科目
Intended Year:
Intended School:
英語学演習 VIII
English Linguistics (Seminar VIII)
Sub Title  Intercultural Communication in the United States
外国人教師 Edmundo Cruz LUNA
Numbering Code: LET-HUM3567E
Course Code: 19053202
2019 SpringTerm
weekly Wed3
Ito B-106 Classroom
E科目 (English, English)
Course Overview As the world increasingly relies on English as a de facto international lingua franca, many speakers assume that this would simplify most communicative burdens. However, sharing a common language is only one component in successful communication - speakers must also realize communicative differences that are due to differing cultural backgrounds and assumptions. This course will introduce students to the field of intercultural communication - and expose students to the benefits of looking at English communication through this perspective, as well as the consequences of avoiding this aspect of communication, especially within the American context. Students will have opportunities to collect and analyze data to see whether they notice differences in communicative styles.
Keywords : English, communicative styles, intercultural communication, U.S.A.
Prerequisites :
Required Ability :
Course Plan Textbooks : There will be no official textbook for the course, but various readings will be emailed to students ONE WEEK before their discussion. Thus, please have those readings prepared beforehand.
Reference Books :
Course Handouts :

Tentative Weekly Schedules Lecture Exercise, Field trip etc. Comments, suggestions for the course preparation, review, etc.
1 Introduction: What is "intercultural communication"? Why is understanding this necessary? What is a "communicative style"?
2 What can "intercultural communication" tell us?
Examples of "cross-talk" - what is it, and why is this detrimental to successful communication?
3 Communicative Styles in the African-American community: Signifying, Indirection, Verbal flexibility
4 Communicative Styles in the African-American community 2: Rapping, Boasting, Playing the dozens (AKA snaps, AKA 'yo momma' jokes)
5 How do differing communicative expectations come to a head in the mainstream (Anglo-Saxon) American classroom?
6 A study in contrasts: Communicative styles in Native American communities
7 How do Native American communicative styles translate in the classroom?
8 Midterm Exam
9 Communicative styles of various Asian-American communities: the apparent lack of debate in East Asian communities
10 Communicative styles amongst East Asian-American communities (with special focus on Japanese-American communities).
11 Asian-American communicative styles 2 - what happens in Southeast Asian-American communities? A personal perspective
12 What happens in South Asian-American communities? (And why Asian-American *cannot* be a monolithic label)
13 Possible intercultural communication conflicts - an extreme case: The Los Angeles riots of April 1992
14 Stereotyping of various cultural communicative styles in mainstream media: why this should be addressed
15 Final Data Presentations Final Paper deadline: TBD

Suggestion for success (Specific) : Please let me know if you are having difficulties comprehending the material - I am free to talk whenever I am in my office. I can also make appointments via email.
Study Consultation (Office Hours) :
Course Objectives
かなり優れている 優れている 及第である 一層の努力が必要
B_B1-c [外国語運用能力]
Students must be able to recognize different uses of English - as they are used by speakers of widely different cultural backgrounds.
EXCELLENT LEVEL: Student achievement in this area, as measured through his/her level of class preparation and degree of completing evaluations and assignments, can be evaluated as "outstanding." GOOD LEVEL: Student achievement in this area, as measured through his/her level of class preparation and degree of completing evaluations and assignments, can be evaluated as "good." AVERAGE/SATISFACTORY LEVEL: Student achievement in this area, as measured through his/her level of class preparation and degree of completing evaluations and assignments, can be evaluated as "satisfactory." DEFICIENT: Student achievement in this area, as measured through his/her level of class preparation and degree of completing evaluations and assignments, fall below average. More effort and application are required to pass.
B_B1-f [批判的討論]
Students must be able to critically think about and discuss certain linguistic phenomena as they apply to intercultural communication in English.
EXCELLENT LEVEL: Student achievement in this area, as measured through his/her level of class preparation and degree of completing evaluations and assignments, can be evaluated as "outstanding." GOOD LEVEL: Student achievement in this area, as measured through his/her level of class preparation and degree of completing evaluations and assignments, can be evaluated as "good." AVERAGE/SATISFACTORY LEVEL: Student achievement in this area, as measured through his/her level of class preparation and degree of completing evaluations and assignments, can be evaluated as "satisfactory." DEFICIENT: Student achievement in this area, as measured through his/her level of class preparation and degree of completing evaluations and assignments, fall below average. More effort and application are required to pass.
GPA Evaluation
A B C D F
授業を通じて、総じて「かなり優れている」に相当する活動を行った。 授業を通じて、概ね「優れている」を超える活動を行った。 授業を通じて、「及第する」に相当する活動を行った。 授業を通じて、総じて「及第する」には達しないものの、それに近い活動を行った。 授業を通じて、「一層の努力が必要」の活動にとどまった。
Evaluation
Standpoint→
Evaluation Method
B_B1-c
[外国語運用能力]
B_B1-f
[批判的討論]
Grading Percentage, Disqualification etc.
Class tests Midterm Exam: 25%
Presentation Final Data Presentation: 35%
Report Final Report with Data Analysis: 40%

Additional Information regarding Evaluation Method : Midterm Exam: 25%
Data Presentation: 35%
Final Report with Data Analysis: 40%
Others Others :

教職 :
資格 :

: 2019/3/6 (10:02)