Readers' Evaluations of Introduction Texts in Intercultural Communication Situations:

A Study of Native Japanese Speakers and Chinese Learners of Japanese

Abstract

This study analyzes the evaluations of introduction texts for intercultural communication by native Japanese speakers and Chinese learners of Japanese. While the ranking results and evaluation focus points show that Japanese speakers place more importance on how the text is introduced and concluded compared to Chinese speakers, there are many commonalities overall. Furthermore, the content of the introduction texts was analyzed in relation to reader evaluations, revealing the characteristics of highly rated introductions.