Kyushu University Academic Staff Educational and Research Activities Database
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XIAOYAN LI Last modified date:2018.05.16



Graduate School
Undergraduate School


E-Mail
Homepage
http://lixiaoyan.jp/
Toward an Integrated Approach to Researching Language and Culture from the Perspective of Knowledge Science .
Academic Degree
Ph.D. (Knowledge Science)
Country of degree conferring institution (Overseas)
No
Field of Specialization
Second Language Acquisition from the Perspective of Knowledge Science
Total Priod of education and research career in the foreign country
06years08months
Outline Activities
XiaoYan Li is associate professor at Kyushu University. She has been a Japanese language teacher at Dalian Foreign Languages University in China and Hokuriku University in Japan. Her research explores the integration of culture and language in second language acquisition. Key to this is an understanding of knowledge creation processes. Her publications include “Toward an Integrated Approach to Teaching Japanese Language and Culture: A Knowledge Perspective” (ICS, 18-2, 285-299) and other papers in Japanese language publications.
Research
Research Interests
  • Research for Japanese Onomatopoeia's Tacit Nuance Learning through Creation Task
    keyword : Onomatopoeia, Tacit Nuance, Creation Task
    2015.04~2018.03.
  • The Rest-Relax-Recreation program of E-learning System from Q-univ.
    keyword : mental health, e-learning
    2016.04~2019.03.
  • Research for Japanese Onomatopoeia's Tacit Nuance Learning through Creation Task
    keyword : Onomatopoeia, Tacit Nuance, Creation Task
    2014.04~2015.03.
  • Research on School Handouts for Foreign Parents
    keyword : Japanese learning support, School handouts, Foreign parents
    2015.04~2016.03.
  • Teaching the Tacit Nuances of Japanese Onomatopoeia through an E-Learning System
    keyword : Onomatopoeia, Tacit Nuance, E-learning
    2015.04~2018.03.
  • Multi-cultural Group Work for Global Human Resource Development

    keyword : Multi-culture, Group work, Knowledge Creation, Global Human Resource
    2013.04~2015.03.
Academic Activities
Papers
1. XiaoYan Li, Takashi Hashimoto, Guanhong Li, Shuo Yang, Teaching the Tacit Nuances of Japanese Onomatopoeia through an E-Learning System: An Evaluation Approach of Narrative Interpretation, Proceedings of ICES 2015 : XIII International Conference on Educational Sciences, 1720-1725, 2015.01.
2. XIAOYAN LI, Umemoto, Katsuhiro, Knowledge Creation through Inter-Cultural Communication in Multi-Cultural Groupwork, Intercultural Communication Studies, 21, 1, 229-242, 2013.04.
3. XIAOYAN LI, Enriching Self-Knowledge: Inter-Cultural Communication through Multi-Cultural Groupwork, Proceedings of The 18th International Conference of the International Association for Intercultural Communication Studies, 2012.06.
4. XiaoYan Li, Katsuhiro Umemoto, Knowledge Creation through Collaboration in Learner Autonomy Class of JFL
, Proceedings of The 7th International Conference on Knowledge Management, 2010.10.
5. XiaoYan Li, Katsuhiro Umemoto, Toward an Integrated Approach to Teaching Japanese Language and Culture: A Knowledge Perspective
, Intercultural Communication Studies, 18, 2, 285-299, 2010.09.
Works, Software and Database
1. .
Presentations
1. XiaoYan Li, Takashi Hashimoto, Guanhong Li, Shuo Yang, Teaching the Tacit Nuances of Japanese Onomatopoeia through an E-Learning System: An Evaluation Approach of Narrative Interpretation, ICES 2015 : XIII International Conference on Educational Sciences, 2015.01.
2. XIAOYAN LI, Katsuhiro Umemoto, Enriching Self-Knowledge: Inter-Cultural Communication through Multi-Cultural Groupwork, The 18th International Conference of the International Association for Intercultural Communication Studies, 2012.06, Globalization is sweeping across the world now. Multiple-cultural groupwork has become common in such fields as higher education, business, and science. Accordingly, the need for second language education is rapidly growing. The first author conducted case study of two graduate-level courses, into which multi-cultural group of graduate students participated, at Waseda University from April to July, 2010 to examine the process of how the students learn language and culture simultaneously and also how the students, student facilitators, and the teacher of the two courses interact. The case study produced three major findings as follows. First, the process of multi-cultural groupwork is the spiral of four phases of knowledge articulation, socialization, consolidation, and internalization. Second, interaction in multi-cultural groupwork is critical to simultaneous understanding of language and culture and enriching the student learners’ self- knowledge. Third, the teacher and the student-facilitators are “knowledge leaders” who promote interaction among students learners, thereby facilitating their language-culture learning. .
3. XIAOYAN LI, KATSUHIRO UMEMOTO, Knowledge Creation through Collaboration in
Learner Autonomy Class of JFL
, The 7th International Conference on Knowledge Management, Pittsburgh , 2010.10, It is argued that what a person knows is the total of their explicit knowledge; implicit knowledge, and tacit knowledge. Accordingly, language and culture are included in knowledge; their non-detachability is expressed in phrases like language is a part of culture, two sides of the same coin, language is the core of culture, and languaculture. Researchers have often pointed out that foreign language teaching should be linked to the social and cultural contexts in which foreign languages are used. In Japanese language education, the pedagogic principle of learner autonomy can facilitate the integration of language and culture. The author participated in a learner autonomy Japanese language class in a private university from April to July, 2010. The purpose of this research is to construct a theoretical model of knowledge creation through collaboration in the learner autonomy class. The findings of this study explore three types of collaboration between learners, facilitators, and teacher. We analyze the spiral of dialogizing, thinking, and conveying as the process in which new knowledge is created through the conversion of implicit and tacit ideas into explicit knowledge. The paper concludes with the idea that the progress of self-renewal is also one type of knowledge creation..
4. XIAOYAN LI, Katsuhiro Umemoto, Toward an Integrated Approach to Learning A Foreign
Language and Culture: A Literature Review
, The 15th International Conference of the International Association for Intercultural Communication Studies, 2009.09, It is often argued that the purpose of foreign language learning is to develop students’ inter-cultural competence. Also, it is often pointed out that foreign language teaching must be linked to social and cultural contexts in which foreign languages are used. Moreover, some researchers argued that students as ethnographers can and should learn a foreign language and culture at the same time. This paper examines the concept of ‘culture’ in the context of foreign language teaching. We review the theoretical and practical literature pertaining to culture learning in second language education, particularly focusing on such matters as cross-cultural awareness, culture shock, cross-cultural experience and interaction. Implications of the literature review for current problems and the future of Japanese linguistic and cultural education are discussed..
Membership in Academic Society
  • The Association for Natural Language Processing
  • Association for Language and Cultural Education
  • Japan Society for Multicultural Relations
  • The Society for Teaching Japanese as a Foreign Language
  • Japan Association for International Student Education