ABSTRACT
In China and Japan, learners often find themselves in teacher-centered learning environments, which tend to focus on rote memorization utilizing a narrow range of linguistic resources. However, effective communication typically involves the use of different modes of expression and semiotic resources such as emotion, gestures, facial expression, the use of various real-world artifacts, such as music and movement, and, in the modern age, the use of digital technologies. In this chapter, we explore multimodality in video podcasting as a source to enhance intercultural communication between Chinese and Japanese students, based on a social semiotic approach to communication in intercultural contexts. Despite centuries of cultural interaction, relations between China and Japan have been strained in recent decades, which has the potential to lead to misunderstandings on various levels. Our hypothesis was that, as a consequence of this peer-mediated, meaning-making enterprise, intercultural awareness and the attitudes of Chinese and Japanese people towards each other would improve. Survey results indicate this was the case, albeit with some caveats.
