lytical problem presents itself. Consider the enthusiasm that Japanese corporate entities appear to have had over the course of the 1990s for English-language resources. Consider, too, that the Japanese government has mandated, especially in the past several years, that Japanese English-language learners adhere to international rather than national standards of proficiency evaluation where accredited use of English in the global business environment is concerned. The problem that arises has to do with the manner in which Japanese authorities have implemented these guidelines and the degree of acceptance and resistance to English instruction that has been observed.
For many years, Japan's Ministry of Education, Culture
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