Thesis (M.A.)--University of Hawaii at Manoa, 2008. / Includes bibliographical references (leaves 85-90). / 114 leaves, bound 29 cm

Thesis (M.S.)--University of Hawaii at Manoa, 2006. / Includes bibliographical references (leaves 64-70). / viii, 70 leaves, bound ill. 29 cm

published_or_final_version / abstract / Linguistics / Master / Master of Arts

The significant increase of Japanese students studying in the United States suggests an increase in interactions with Americans. However, it does not mean that Japanese are aware of intercultural communication. They may experience stress in their interactions and their acculturative process because of cultural differences. They also may try to cope with the stress in their own way. Their stress and coping strategies may affect their academic performance, which is the most important aspect in their student life. The purpose of this study is to examine whether there is any relationship among communication stressors, coping strategies, perceived academic self-efficacy, self-statement of grade point average (GPA), and biodemographic variables. The questionnaire was handed to 100 Japanese university students studying in Portland, Oregon and Vancouver, Washington.

This study was based on a study by Joy Reid (1987) on the perceptual learning style preferences of English as a Second Language (ESL) students. The purpose of this study was to identify the perceptual learning style preferences of three groups of students: Japanese students studying in the US, Japanese students studying in Japan, and American students studying in the US. The perceptual styles studied were visual, auditory, kinesthetic, and tactile, with the additional styles of group and individual learning also being studied. The learning style preferences were identified so as to determine the relationship between style and the variables of native language, length of stay in the US, and major field of study.

There are more Japanese people coming to the United States than ever before. Increasing numbers of problems and conflicts are occurring between the Americans (hosts) and Japanese (guests). Many scholars have stated that there is a distinct difference of communication patterns between Americans and Japanese. The Asia University American Program (AUAP) established between Oregon State University and Asia University in Japan is designed to give the students intensive English study and exposure to American culture. Using AU Japanese students and OSU American students for samples, this project sets out to determine to what extent their cultural and language barriers affect the intercultural and interpersonal communication between Americans and Japanese in their dormitory environment. Including an American-American paired control group, rates of satisfaction with roommates were compared between the Japanese students and experimental American students of the Japanese-American pairs, along with the control group of American pair students. The study also examines factors which affect satisfied and unsatisfied communication between Americans and Japanese, and investigates what efforts the students made to overcome cultural differences and language barriers. Questionnaire surveys and face-to-face semistructured interviews were conducted to discover these elements. The results revealed that the rates of satisfaction are similar for the Japanese- American paired roommates, and the American-American control roommates. Therefore, ethnicity did not influence the level of roommate satisfaction for the three groups. Although cultural difference and cultural similarity did not influence the roommate relationship according to quantitative measurements, cultural differences that had qualitative and subjective effects on the relationship were found. The results of the analysis also show that English competence was not a predictor for satisfactory relationships. The key factors for successful relationships were the levels of the Japanese students' eagerness to talk to their American roommates and the American students' willingness to listen to their Japanese roommates. A combination of eagerness and willingness between the roommates reinforced the opportunity for success. Regarding sex, the data shows that the female students were more satisfied than the male students. The research literature also supports the observation that female students achieve more satisfactory relationships. The main traits that contributed to satisfactory relationships on the part of American roommates were the traits of "patience", "open-mindedness" and "willingness to make an effort". The traits of Japanese students which contributed to satisfactory relationships were "trying to talk" with their American roommates and "willingness to make an effort". The main factors for the unsatisfied relationship are just the opposite of those contributing to satisfactory relationships. Roommates who had unsatisfactory relationships typically had little communication with their roommates because they stayed away from their rooms. / Graduation date: 1993

Thesis (Ph.D.)--Ohio University, June, 2009. / Release of full electronic text on OhioLINK has been delayed until June 1, 2010. Includes bibliographical references (leaves 281-296)

Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2010. Includes bibliographical references (leaves 281-296)

This qualitative study examined Japanese students' study abroad experiences in Vancouver. I conceptually framed study abroad as contested space where global and local (national) discourses converge and shape these students' experience. Based on this conceptual understanding of study abroad, I reviewed three global and local (national) discourses that were relevant to Japanese students' study abroad experiences: neocolonialism, "internationalization," and nihonjinron (discussions of Japanese uniqueness). These three discourses were monitored throughout Japanese students' study abroad experiences to examine how they would shape these students' experiences and how these students would negotiate to construct their experiences in the midst of these discourses. Furthermore, as the sub-theme of the study, I examined Japanese students' study abroad experiences in terms of Edward Said's (1995) hope for the creation of non-essentialist, nondominative, and non-coercive form of knowledge. I examined the possibility of study abroad experience as a transformative educational experience that helps students decipher the hegemonic and ideological limitations on their knowledge of "race" and nation. From May to November 1999,1 conducted participatory observations and semi-structured interviews with seventeen Japanese male students who had resided in Vancouver for more than six months. The data suggested that the three discourses of necolonialism, "internationalization," and nihonjinron (discussions of Japanese uniqueness) were manifested to shape the Japanese students' experiences. I argued that as a consequence of the manifestation of these three discourses, the Japanese students rendered "Canadians" into the "Other." Furthermore, this bi-polar and essentialist understanding of "Self and "Others" led to their objectification and commodification of "Canadians" as a medium for "internationalizing" themselves. I conclude that study abroad experiences in Vancouver was not effective in helping the Japanese students go beyond the global (neocolonial) and local (national) ideological discourses. Rather, the study suggested that the Japanese students' study abroad experiences reinforced their preconceived sense of human difference, leading them to view "Canadians" as discontinuous from "us," which enabled them to commodity them merely as a medium for "internationalizing" themselves. Given the findings of the study, I suggest for employing a postcolonial perspective in the examination of foreign students' study abroad experience. I also call for critical re-evaluation of study abroad experiences of foreign students, in particular, Japanese students and for the attempt to turn study abroad into a transformative learning opportunity that helps students move beyond hegemonic imperial discourses of "race" and nation.

Graduation date: 1934