Developments in perspectives towards English use and intercultural communication among university students in Japan from short-term student exchanges

English is used extensively in intercultural communication as a global lingua franca (ELF). However, English language teaching (ELT) often neglects intercultural aspects and instead focuses on standards’ of ‘native’ English speaker models and the simplistic national bounding of language use and culture in communication. This approach can be widely seen in contexts of ELT in Japan. In preparing learners for intercultural communication in global contexts, seen as significant in Japanese higher education policy, it may be more effective to go beyond nationally derived conceptions of language and culture by acknowledging the multilingual and multicultural contexts of ELF use in communication. International student exchanges feature in this policy to promote English language and intercultural skills and these are now made a priority in Japan with most universities offering short-term programmes. These programmes are likely to engage participants in ELF communication as they take place in settings where participants may interact more with other ‘non-native’ English speakers, often in ‘non-native’ English speaking locations. In these settings, taking traditional ‘norms’ and ‘standards’ of ‘native’ English speaker normative use as the authentic guide may not lead to successful intercultural communication interactions since these interactions tend to require individuals to be more flexible in their English use, not strictly adhering to fixed norms. Intercultural awareness (ICA) provides a relevant model for intercultural communication which accounts for the complexity and diversity of communication through ELF. ICA is, therefore, potentially of more significance for exchange participants than alternative models which do not refer to ELF in communication. Within this framing, this study examines three main areas. Firstly, it looks at perspectives and experiences of ELT in Japan in relation to intercultural learning on short-term exchange programmes. From this, it examines the impact of these exchanges on perspectives towards English language use in intercultural communication and how any changes in perspective were reported. Finally, it looks at the extent to which short-term exchanges contribute to the Ii development of ICA. The study utilises a longitudinal qualitative interview and focus group design to explore reports of the learning experiences and perspectives of fifteen exchange participants taking part in programmes in diverse locations. Data were collected via pre-sojourn interviews, two post-sojourn interviews, and post-sojourn focus groups. A thematic analysis of the participants’ accounts revealed that these short programmes can contribute to awareness and acceptance of ELF use among diverse English users. However, the participants’ intercultural communication experiences were characterised by national descriptions of English use, the continued association of 'authenticity' solely with 'native’ English speakers from Anglophone settings, and culturally essentialist observations. The research concluded that positive developments may be influenced by particular conditions on exchange programmes, including opportunities to engage with linguacultural diversity and opportunities for independence. However, developments may be limited by essentialist target culture approaches which were seen to characterise some experiences in this research. An illustrative model of the intercultural development processes captured by this research is provided. More development may occur following principled intercultural pre-departure support taking a Global Englishes orientation and using the ICA model to guide any intervention. This would expose students to diversity in English use and among users to reflect communication experiences on these programmes and beyond. An intercultural pedagogical intervention was developed as a result of this research and is now in use in the research setting, details of which are provided within this thesis. This intervention is an example of how these relevant themes can be used in teaching practice to provide important learning opportunities to prepare students for intercultural communication on student exchanges. Within the context of efforts to promote intercultural skills in Japan and rising interest in student exchanges as a means to achieve this, the research may provide interesting insight