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研究生:陳盈蒓
研究生(外文):CHEN, YING-CHUN
論文名稱:跨文化溝通能力的培養對提升英語學習動機的影響
論文名稱(外文):Enhancing Motivation in EFL Learning through Development of Intercultural Communicative Competence
指導教授:陳文苓陳文苓引用關係
指導教授(外文):CHEN, WEN-LING
口試委員:鄭冠榮李晶菁
口試委員(外文):CHENG, KUAN-JUNGLEE, CHIN-CHING
口試日期:2018-08-31
學位類別:碩士
校院名稱:大葉大學
系所名稱:英語學系碩士班
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2018
畢業學年度:107
語文別:英文
論文頁數:140
中文關鍵詞:跨文化溝通內在動機外在動機第二外語學習英語學習文化
外文關鍵詞:ICCintrinsic motivationextrinsic motivationL2 learningculture
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在台灣的學習環境中,英語學習者的語言學習動機通常來自於外部刺激,例如:考試,獎品或家長的期望。為了從學習者本身激發英語學習動機,學生的跨文化溝通能力(ICC)的培養可以成為關鍵要素。ICC的發展使學生能夠獲得幫助他們相互交流和溝通的技能; 也就是說,假設學生獲得國際交際的能力,他們能理解不同文化之間的差異;此外,好奇心會激發他們在英語學習的動力。本研究旨在探討跨文化溝通能力(ICC)的培養如何幫助英語學習者英語學習動機研究以教師行動研究的方式進行,觀察學生在工作坊期間和之後對英語學習的表現,態度和意見的變化。本研究的核心是通過調查和分析學生的英語學習動機如何發生變化,研究實施於台灣台中的一所英語課後加強機構,共八名五年級到七年級的學生參與,以八堂課的工作坊培養學生的跨文化溝通能力。研究結果顯示,學生本能地受到激勵,並且他們通過知識和成就來提升內在動機。這些可能結果顯示,由於國際交際能力的提高,學生有動力去學習。掌握跨文化溝通技巧不僅可以幫助學生激發他們的內心(學習)慾望,還可以擴展他們的長期語言學習動機。
This study aims to explore whether through developing students’ international communicative competence (ICC) can enhance students’ L2 learning motivation. Due to the learning environment in Taiwan, students are motivated to learn English by external forces, such as tests, prize or parents’ expectation. However, once the external forces are removed, students’ motivation in L2 learning would be likely to decrease. In order to solve the problem, an ICC syllabus is proposed to help to enhance students’ L2 intrinsic learning motivation. The development of ICC enables students to acquire the skills which help them to interact and communicate effectively with one another. That is to say, as students acquire the skills in ICC, they would be able to appreciate the differences between cultures; further, the curiosity to explore different cultures through ICC would enhance students’ motivation in L2 learning. The core of this research is to investigate and analyze how students’ intrinsic motivation for L2 learning is enhanced through a workshop - Cultivate your intercultural communicative competence: Breaking stereotypes and prejudices. This study involved eight students, who were 5th to 7th graders, in a supplementary English school in Taichung, Taiwan. The study conducted an action research methodology to observe students’ changes in their performance, attitudes, and opinions toward L2 learning during and after the workshop. The results of the study show that the students are motivated intrinsically via knowledge and accomplishment. These may suggest that students are motivated to learn due to the increased intercultural communicative competence. The mastery of the ICC skills could not only help the students generate their passion to fulfill their inner (learning) desire but also enhance their learning motivation.
COVER PAGE
SIGNATURE
ENGLISH ABSTRACT iv
CHINESE ABSTRACT v
ACKNOWLEDGEMENTS vi
TABLE OF CONTENTS vii
LIST OF FIGURES xii
LIST OF TABLES xiii

Chapter Ⅰ. INTRODUCTION 1
1.1 Background and motivation of the study 1
1.2 Significance of the study 3
1.3 Purposes of the study 4
1.4 Research questions 4
1.5 Organization of the study 5
Chapter II. LITERATURE REVIEW 7
2.1 Culture 7
2.1.1 Definition of culture 7
2.1.2 Culture is learned 8
2.1.3 Culture and language learning 9
2.1.4 Communicative language teaching and culture learning 10
2.2 Intercultural competence 12
2.2.1 Definition of intercultural competence 12
2.2.2 Intercultural competence in a language classroom 13
2.2.3 Byram’s ICC model 14
2.3 Motivation 16
2.3.1 Definition of motivation 17
2.3.2 Self-Determination Theory 18
2.3.3 Motivation to learn 19
2.3.4 Motivation and L2 learning 21
2.3.5 Study of motivation in L2 learning in Taiwan 22
ChapterⅢ. METHODOLOGY 25
3.0 Overview 25
3.1 Rationale 25
3.2 The description of the research 27
3.2.1 The research site 28
3.2.2 The participants 28
3.2.3 The procedure 29
3.2.3.1 Pre-workshop 29
3.2.3.2 The workshop 30
3.2.3.3 Post-workshop 32
3.2.3.4 The application of action research 32
3.2.4 Ethical issue 33
3.3. Data collection 33
3.3.1 Video recording 33
3.3.2 Students’ writing assignments 34
3.3.3 Play scripts 34
3.3.4 Interviews 35
3.3.5 Questionnaire 36
3.3.6 Teacher’s notes 36
3.4 Data analysis 37
3.5 Limitations 39
3.6 Validity of findings 39
3.7 Summary 40
Chapter Ⅳ. RESULTS 41
4.1 The framework for the intercultural course 41
4.1.1 Byram’s ICC model applied in the intercultural course 42
4.1.2 The framework of the cultural course 42
4.2 Students’ development of ICC in terms of attitude 44
4.2.1 Students’ attitude at the beginning of the workshop 44
4.2.2 Students’ attitude during the workshop 46
4.2.3 Students’ attitude after the workshop 47
4.2.4 Summary of findings 48
4.3 Students’ development of ICC in terms of knowledge 49
4.3.1 Students’ knowledge at the beginning of the workshop 50
4.3.2 Students’ knowledge developed at the end of the workshop 52
4.3.3 Summary of findings 52
4.4 Students’ development of ICC in terms of interpreting and relating 53
4.4.1 Students’ development of interpreting and relating skill seen in the activity at the end of the workshop
53
4.5 Students’ development of ICC in terms of critical culture awareness 55
4.5.1 Students’ development of critical culture awareness skill seen in students’ assignment
55
4.5.2 Summary of findings 58
4.6 Summary of chapter 59
ChapterⅤ. DISCUSSION 60
5.1 Motivation enhancement found in students’ relatedness 60
5.1.1 Influence of teacher-student relationship in students’ relatedness .. 60
5.1.2 Influence of teaching materials in students’ relatedness 61
5.1.3 Influence of teaching approach in students’ relatedness 63
5.1.4 Summary of findings 64
5.2 Motivation enhancement found in students’ competence 65
5.2.1 Influence of teacher-student relationship, teaching materials and teaching approach in students’ competence
65
5.2.2 Summary of findings 66
5.3 Motivation enhancement found in students’ autonomy 66
5.3.1 Influence of teacher-student relationship, teaching materials and teaching approach in students’ autonomy
67
5.3.2 Summary of findings 68
5.4 Motivation enhancement found in students’ empathy 68
5.4.1 Influence of teacher-student relationship, teaching materials and teaching approach in students’ empathy
69
5.4.2 Summary of findings 70
5.5 Model of the study 70
5.6 Summary of the chapter 72
Chapter Ⅵ. CONCLUSION 74
6.1 Linking ICC with motivation in EFL teaching and learning 74
6.2 Result of research question one & research question two 75
6.3 Result of research question three 76
6.4 Research contribution 78
6.5 Limitations of the study 79
6.6 Directions for future research 79
REFERENCES 81
APPENDIECES 90
APPENDIX A: Lesson plans 90
APPENDIX B: Letter of consent 95
APPENDIX C: Play scripts 97
APPENDIX D: Students’ assignment 103
APPENDIX E: Questionnaire 109
APPENDIX F: Interview transcript (S1&S2&S3) 111
APPENDIX G: Interview transcript (S5&S6) 115
APPENDIX H: Interview transcript (S4&S7) 120
APPENDIX I: Interview transcript (S8) 123
APPENDIX J: Teacher’s notes 126

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