Edited by Helen Marriott
[Journal of Asian Pacific Communication 14:1] 2004
► pp. 113–136
This paper deals with the cross-cultural academic communication of Japanese exchange students who are enrolled at an Australian university. In particular, it reports on an investigation of their study management processes, focusing on their responses to assigned tasks, including written assignments, examinations, and oral presentations, and the relationship between such tasks and their prior academic experiences in Japan. On the basis of a conceptual model that integrates the language management framework with the two types of concepts involving situated learning and genres, an exploration is made of the deviations from Australian academic norms found in the conduct of the Japanese exchange students, their awareness and evaluations of these deviations, their planning and implementation of management strategies to rectify or avoid the deviations.
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