A comparative study was conducted, in which professors in charge of ICC classes at universities in Japan, Germany, and the U.S. were interviewed and questionnaires were distributed to their students at the end of the course asking them about their understanding of the basic concepts of intercultural, culture, and communication. By analyzing the collected data, the current status quo regarding ICC education in the three countries were scrutinized and problems concerning ICC education in Japan became apparent. Having assessed our findings, we propose the following: a) the necessity for comparative investigation of manifold perspectives regarding ICC education, as well as the incentive for an active debate about such perspectives, b) to establish teaching methods concerning communication that take the perspectives of students into account, c) the application of critical theory in teaching, d) the necessity to develop an active attitude in students regarding culture.
Concepts and Perceptions of Communication, Culture, and Intercultural in the Teaching of ICC in Three Countries
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