1

Holbrook and Hirschman 1982; Hirschman and Holbrook

1982; O'Curry and Strahilevitz 2001

Holbrook Hirschman

Hedonic Consumption Hirschman

22

2

and Holbrook 1982

emotion

F Fantasy Feeling

Fan Holbrook and Hirschman 1982

utilitarian HED/UT

Voss 2003

HED UT

Olney, Holbrook, and Batra 1991

Babin, Darden., and Griffin 1994

Chandon, Wansink, and Laurent 1999, 2000

1-1

33

3

1-1 HED/UT

Olney et.al, 1991

Chandon et.al, 1999

1. 1.2. 2.3. 3.

1. 1.

2. 2.

3. 3.

1. 1.

2. 2.

3. 3.Voss et.al, 2003

Theory of Uses and

Gratifications

4

4

Katz, Blumler, and Gurevitch 1973

Rubin 2002

TAM

Technology Acceptance Model Davis 1989

attitude

subjective norm perceived usefulness

perceived ease of use

Ajzen Fishbein 1975 TRA theory of reasoned

action

TAM

Bruner and Kumar 2005

fun

attribute TAM

5

5

Chandon 1999, 2000

Chandon

Mathwick

Holbrook

Aesthetics Playfulness

Service Excellence ROI Customer ROI

CM

6

6

PC PDA

PC

RQ

1

Chandon et. al. 1999: Chandon et. al.

2000

3 6

3-1

UT

HED

UT HED

7

7

2

5 10

2004 11

2005 3

3

SPSSver.13.0

0.6

4-2

Amos

ver.5.0

3-2

UT 0.705 3 936HED 0.683 3UT 0.637 3 192HED 0.602 3UT 0.626 3 190HED 0.599 3UT 0.785 3 123HED 0.755 3UT 0.750 3 203HED 0.688 3UT 0.714 3 228HED 0.747 3

8

8

2=28.92 P < 0.00

GFI=0.98 AGFI=0.97 CFI=0.98 RMSEA=0.052=12.73 P < 0.02 GFI=0.97 AGFI=0.90 CFI=0.97

RMSEA=0.09 2=7.76 P < 0.45

GFI=0.98 AGFI=0.96 CFI=1.00 RMSEA=0.002=6.05 P < 0.64 GFI=0.98 AGFI=0.96 CFI=1.00

RMSEA=0.00 2=17.70 P < 0.02

GFI=0.97 AGFI=0.92 CFI=0.96 RMSEA=0.072=31.82 P < 0.00 GFI=0.99 AGFI=0.95 CFI=0.98

RMSEA 0.05

P P

4-5

3-3

UT HED

9

9

3-4

CMIN P CMIN/DF GFI AGFI CFI RMSEAALL 28.92 0 3.61 0.98 0.97 0.98 0.05

12.73 0.02 3.50 0.97 0.90 0.96 0.097.76 0.45 0.97 0.98 0.96 1 06.05 0.64 0.75 0.98 0.95 1 0

17.70 0.02 2.21 0.97 0.92 0.96 0.0731.82 0 3.97 0.99 0.95 0.98 0.05

3-5

P P P

UT 0.81 0.77 0.82

UT 0.53 *** 0.30 *** 0.65 ***

UT 0.70 *** 0.74 *** 0.42 ***

HED 0.68 0.43 0.61

HED 0.62 *** 0.61 *** 0.58 ***

HED 0.64 *** 0.75 *** 0.59 ***

P P P

UT 0.80 0.80 0.82

UT 0.63 *** 0.57 *** 0.52 ***

UT 0.66 *** 0.79 *** 0.69 ***

HED 0.84 0.62 0.68

HED 0.71 *** 0.67 *** 0.61 ***

HED 0.64 *** 0.64 *** 0.66 ***

10

10

Amos ver.5.0

Byrne 2001 Stennkamp and

Baumgartner 1998

4-1

***P>0.05 P>0.05

*** P>0.05 ****** *** *** ***

F

=20.627 P<0.01 F =9.666 P<0.01

11

11

6-1

Bonferroni UT HEDS.E. P S.E. P

JP KR .5138(*) 0.09 0.00 JP KR .3375(*) 0.09 0.00US .2960(*) 0.08 0.00 US .3790(*) 0.09 0.00CH .6987(*) 0.10 0.00 CH .4768(*) 0.10 0.00

KR JP -.5138(*) 0.09 0.00 KR JP -.3375(*) 0.09 0.00US -0.22 0.08 0.05 US 0.04 0.09 1.00CH 0.18 0.10 0.35 CH 0.14 0.10 1.00

US JP -.2960(*) 0.08 0.00 US JP -.3790(*) 0.09 0.00KR 0.22 0.08 0.05 KR -0.04 0.09 1.00CH .4028(*) 0.09 0.00 CH 0.10 0.10 1.00

CH JP -.6987(*) 0.10 0.00 CH JP -.4768(*) 0.10 0.00KR -0.18 0.10 0.35 KR -0.14 0.10 1.00US -.4028(*) 0.09 0.00 US -0.10 0.10 1.00

JP KR US CH

12

12

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14

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15

8

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40

26

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2001Doz, Y L, Olk, P M., Ring, P S. 2000 Formation Processes of R&D

Consortia: Which Path to Take? Where Does it Lead? Strategic Management Journal, Volum21, Issue3, PP. 239-266.

20022002 1990

50 2 207-229HIS 2006 Herstellerinitiative Software Working Group Assessment

V.2.12005

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2007 JMAABMATLAB 2007 20075 25

20026 43-58

20048 19-41

ISO 1999 ISO's long-range strategies 1999-2001 ISO.2004 SPA

41

27

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AT BP 2005 BPAT BP 2007 2007 BP

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2007 JMAAB JMAAB2007 2007 11 1

2005

2006Automotive Technology Days 2006 autumn

20012006 DVD

86 , 101-1192006

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42

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43

face-

to-face

4444

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1

17 1

19 10

4545

3

on-going editing and revision

1997

1

Learner-

centered Curriculum

2 Learner-centered Curriculum

Learner-centered Curriculum

Learners are closely involved in the decision making process

regarding the content of the curriculum and how it is taught

Nunan, 1988

5

Planning including data collection, needs analysis, and learner

46

4

grouping

Content selection

Methodology including materials and activities

On-going monitoring

Evaluation including feedback

Proactive Learner-centered Curriculum

Proactive Learner-centered

Curriculum

7

14 6

Syllabus as tentative frame of reference

Class planning based on student feedback

Thorough preparation for contingency plans

Tactics & skills to achieve course objectives

47

5

Flexibility in changing the class dynamics

Creating a constructive class atmosphere

Having positive thinking and attitude

3

2

1

8 B5 159

1 KSAM 1

1 An Introduction to

Communication

48

6

KSA Knowledge Skills

Attitude KSA 3

Motivation

KSAM

4 1

4

Motivation

Gudykunst, 2004

desire to communicate

1 4

Knowledge Skills Attitude Motivation

2 biz-languaculture

2 An Overview of the

Communication Process

49

7

36

Communication, the meaningful exchange of information through

messages between one person or group to another, is a composite

of everything we do and say Business communication the

communication required of an organization in both its internal and

external environments is complex and varied

Boone, et. al., 1997

50

8

culture

2

languaculture 1

Agar, 1994

biz-

languaculture

biz-languaculture languaculture

business

3

biz-languaculture 1

36

3

4 The Nature of

Intercultural Communication

High

Context Culture vs. Low Context Culture

Bennette, 1986

2

51

9

2 The Developmental Model of Intercultural Sensitivity

integration

The internalization of bicultural or multicultural frames of

reference Maintaining a definition of identity that is marginal

to any particular culture Seeing one's self as in process

2

52

10

3

4

6 Assertive

Communication Japanese Style

1

1

1

languaculture

53

11

4

C D M O

6

ABC

biz-languaculture

easy way out

54

12

2

3

1

6 & 5

2005 & 2006

16

2007 4 21

14

40 70

2007 7 14

121

55

13

5 3

Appendix 2

74 2007 9

the art of

constructive conflict management

56

14

'06

57

15

BBC 27 2 8

1 5

2007 11 23

KSAM

1

58

16

2006

Barnlund, D. C. 1989 Communication Styles of Japanese and Americans: Images and Realities Wadsworth Publishing Company

Bennett, M. J. 1993 Towards ethnorelativism: A developmental model of intercultural sensitivity In M. Paige ed. Education for the intercultural experience Intercultural Press

Bennett, M. J. 1986 A developmental approach to training for intercultural sensitivity International Journal of Intercultural Relations 10 2

Boone, L. E. et.al. 1997 Cotemporary Business Communication Prentice Hall

Boone, L. E. and Kurtz, D. L. 2005 Cotemporary Business 2006 11th ed., South-Western Publications

Carter, J. 1997 The Island Model of Intercultural CommunicationSIETAR Japan Newsletter July

Ferraro, G. P. 2005 The Cultural Dimension of International Business 5th ed.Prentice Hall

Gudykunst, W. B. 2003 Bridging Dif ferences: Ef fec t ive Intergroup Communication 4th ed., Sage Publications

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of the Mind 2nd ed., McGraw HillKameda N. 2005 A research paradigm for international business

59

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communication Corporate Communications: An International JournalVol 10 No 2

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Publishing LtdTrompenaars F. and Hampden-Turner C. 2004 Managing People Across

Cultures Capstone Publishing Ltd2000

1

1995 TRADE CONFLICT AND COMMUNICATION : JAFT 32

1995 APEC4 2

2002

2000 21

1997

2007 2007 11 142007 2007 12

20062000

2001

2004

6 2007 11 23

60

18

1

Chapter 1 An Introduction to Communication

Appendix 1

2

Chapter 2 An Overview of the Communication Process

002

003

003

004

004

004

007

009

009

010

011

013

015

015

015

016

022

022

022

023

Skill Training 01

Skill Training 02

Q U I Z 01

Q U I Z 02

Q U I Z 03

61

19

3

Chapter 3 The Nature of Language & Nonverbal Messages

Almost!

031

032

032

032

033

034

034

035

035

035

036

037

039

023

024

025

027

029

044

045

045

046

Skill Training 03

Skill Training 04

Q U I Z 04

Q U I Z 05

Q U I Z 06

Q U I Z 07

We cannnot not communicate

62

20

4

Chapter 4 The Nature of Intercultural Communication

060

060

061

061

062

064

065

066

069

074

074

075

076

078

078

078

Skill Training 05

Skill Training 06

Q U I Z 10

Q U I Z 11

Q U I Z 12

Q U I Z 08

Q U I Z 09

047

050

050

051

052

052

054

057

63

21

5

Chapter 5 Some Advice for New Employees

092

092

092

093

094

095

095

096

097

099

099

100

100

101

080

082

082

083

083

084

087

Skill Training 08

Q U I Z 14

AssumptionSkill Training 07

Q U I Z 13

64

22

6

Chapter 6 Assertive Communication Japanese Style

“I”Messages

Being Assertive

113

113

114

115

115

116

116

117

117

119

121

123

123

124

125

Skill Training 09

Skill Training 10

Q U I Z 15

Q U I Z 16

105

107

107

110

110

111

111

112

112

65

23

8

Chapter 8 Manners Maketh Man

7

Chapter 7 Presentation Basics

I love you.

130

131

132

132

133

134

134

134

135

138Skill Training 11

Q U I Z 17

142

142

143

144

144

144

145

149

149

150

151

66

24

(1)

3 -------- 2 -------- 1

(2)

3 -------- 2 -------- 1

(3)

3 -------- 2 -------- 1

(4)

3 -------- 2 -------- 1

(5)

3 -------- 2 -------- 1

(6)

3 -------- 2 -------- 1

(7)

3 -------- 2 -------- 1

(8)

3 -------- 2 -------- 1

(9)

3 -------- 2 -------- 1

(10)

3 -------- 2 -------- 1

(11)

3 -------- 2 -------- 1

(12)

3 -------- 2 -------- 1

(1) (5) (9) (10) A

(2) (4) (7) (12) B

(3) (6) (8) (11) C

(1) (12)

Appendix 2

67

1 2

1978 1966

Quality Of Life QOL

1 182 2006 18 73

3

6868

2

45 64 65

60

1 1947

1949 2007

0 78.56 85.52

65 18.13

23.19 2005 WHO 2002

HALE HeAlthy Life Expectancy

74.5 71.9 77.2

60

3 4

silver age 5 senior; senior citizen, senior

6969

3

person, senior adult elder

6

2007

3 50 604 40 505 silver age6 active senior

70

4

2006

2001

2004

4

71

5

,2007

1990 1983

2001

2006

2000 2000

72

6

JGSS-2000

2003 2002

34.5

76.2 2.7 2.0

9.7

9.5

25.0

7.1

63.2

2000

Quality Of Life

QOL

2005 2006

2

73

7

1 30 50

KJ

2 60 70 3

40 17

11 6 40 5 50 4 60 8

4 2 2 30

1

30

74

8

I 2005 6

6

1

2006 11

106

30

30

16

11 5

40

50

60

1

75

9

76

10

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足　立　行　子　　東京富士大学教授

伊　波　和　恵　　東京富士大学準教授

篠　﨑　香　織　　東京富士大学準教授

田　畑　智　章　　東京富士大学准教授

冨　岡　次　郎　　東京富士大学講師

広　瀬　盛　一　　東京富士大学准教授

安　田　賢　憲　　東京富士大学短期大学部准教授

下　垣　　　光　　日本社会事業大学社会福祉学部准教授

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