A PAC-Based Study of Japanese Majors' Chinese and Japanese Cultural Cognition and Intercultural Expression

Abstract

This paper employs PAC analysis to investigate the cognitive structures of Japanese major international students concerning Sino-Japanese cultural differences, aiming to provide a comprehensive understanding of their perceptual and interpretive frameworks. The study reveals that media-driven stereotypes and the phenomenon of "differences within similarities" frequently serve as focal points in students' perceptions, highlighting the nuanced and sometimes contradictory ways they interpret cultural information. Additionally, the research identifies distinct thinking patterns among students, which can be categorized into three main types: media-sensitive, value-reflective, and symbol-interpretive. Media-sensitive students tend to rely heavily on portrayals and narratives presented in news and entertainment media, often shaping their initial judgments and assumptions about cultural differences. Value-reflective students, in contrast, demonstrate an analytical approach that emphasizes underlying cultural norms, ethical values, and social principles, leading them to engage more critically with cross-cultural observations. Symbol-interpretive students focus on the meanings attached to cultural symbols, gestures, and practices, interpreting cultural nuances in a way that integrates both personal experiences and broader societal representations. Based on these findings, the study proposes the implementation of a stratified task system that assigns learning activities according to students' cognitive tendencies, a multi-dimensional evaluation mechanism to assess both comprehension and application of cultural knowledge, and bi-directional cultural expression training strategies designed to cultivate students' ability to participate actively in intercultural dialogues. Collectively, these strategies aim to support the transformation of students from passive receivers of information into proactive agents capable of navigating, interpreting, and contributing to cross-cultural understanding. By offering a structured framework that addresses both cognitive and experiential aspects of cultural learning, this research contributes to the development of educational practices that foster deeper intercultural competence and more effective communication in diverse academic environments.