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研究生:顏秀玲
研究生(外文):YAN, XIU-LING
論文名稱:探究台灣大學學生透過多媒體影片專題發展跨文化能力之個案研究
論文名稱(外文):A CASE STUDY OF THE TAIWANESE EFL UNIVERSITY STUDENTS’ DEVELOPMENT OF INTERCULTURAL COMMUNICATIVE COMPETENCE THROUGH INTERCULTURAL VIDEO PROJECTS
指導教授:曾明怡曾明怡引用關係
指導教授(外文):TSENG, MING-I
口試委員:邱怡靜蔡中蓓
口試委員(外文):CHIU, I-CHINGTSAI, CHUNG-PEI
口試日期:2019-07-11
學位類別:碩士
校院名稱:輔仁大學
系所名稱:英國語文學系碩士班
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:2019
畢業學年度:107
語文別:英文
論文頁數:176
中文關鍵詞:跨文化溝通英文作為全球通用語(ELF)影片專題跨文化溝通能力
外文關鍵詞:intercultural communicationEnglish as a lingua franca (ELF)video projectintercultural communicative competence (ICC)
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隨著英語為全球通用語言概念的產生,英語成為進行國際交流和溝通的國際語言。雖然英語為全球通用語言的概念引起廣大注目,但卻很少研究將此概念融入外語課程,尤其是亞洲的英語學習環境中。為了回應這議題,本研究旨在透過跨文化多媒體影片專題製作,促進台灣大學生的跨文化溝通能力。本研究回顧了四個主題文獻,包含:(1) 文化與外國語言教育; (2)數位時代的跨文化交流;(3) 英語作為全球通用語言與跨文化溝通;(4)跨文化溝通之理論與架構。本研究為個案研究,以台灣某一北部大學,84位英語學習高成就者為研究對象,研究資料來源含問卷調查、群體訪談,書面報告以及期末跨文化專題影片。

本研究植基於三角驗證原則,質性與量化分析並重,增強信效度。量化分析採用描述性統計分析問卷。質性分析採用「跨文化溝通能力」(Byram, 1997, 2000)、「跨文化意識」(Baker, 2011)和「跨文化專題架構」(Yang & Chen) 進行內容分析。整體而言,此研究有兩大發現。首先,參與研究的大學生能透過以英語作為全球通用語的跨文化影片專題製作,提升其跨文化溝通能力,分別為五個向度:知識(knowledge)、態度(intercultural attitude)、解釋相關性的技能(interpreting and relating skills)、互動的技能( discovery and interaction skills)、批判性文化覺醒的能力(critical cultural awareness)。尤其學生在批判性文化覺醒能力上有所進步,更加理解如何在跨文化溝通中比較、協商和調解不同的文化。再者,學生對於跨文化影片專題製作給予正向的回饋,表示透過跨文化影片專題製作,能有機會實際運用英語進行溝通。因此學生培養互動能力,應用於英語課堂中和各種社會情境中;學生也表達希望在未來能參與更多跨文化交流的活動。本研究根據研究結果,亦提出跨文化教學的可行方針,建議設計與執行跨文化多媒體影片專題製作,促進學生在英語學習上的跨文化溝通能力。

As the notion of lingua franca emerges, English is used as an international language to in today’s global communication. Although the increasing attention has been paid to the use of ELF, the paucity of prior studies investigated the integration of intercultural communication via ELF into English curriculum, especially in Asian EFL contexts. To address this gap the present study aims to facilitate Taiwanese EFL university students’ intercultural communicative competence through undertaking intercultural video projects. Relevant bodies of literature are reviewed, covering four themes: (i) culture & foreign language education, (ii) teaching intercultural communication in digital age, (iii) ELF and intercultural communication and (iv) theoretical perspectives for the intercultural communication. Adopting a case study research design, this research was conducted in a university in northern Taiwan, focusing on a group of advanced EFL learners (N=84). Multiple data sources, including questionnaire, stimulated recall interview, written report and the product of video projects, were collected. Qualitative data sources were triangulated and analyzed by content analysis, employing three major frameworks: intercultural communicative competence (Byram, 1997, 2000), intercultural awareness (Baker, 2011), and intercultural video project (Yang & Chen, 2014). Qualitative analysis was supplemented by quantitative analysis of questionnaire data through the means of descriptive statistics.

Overall, the analyses reveal two main findings. First, the experience of engaging in intercultural communication via ELF as the core element of intercultural video project effectively fostered Taiwanese EFL university students’ intercultural competence in terms of five dimensions: Knowledge about foreign cultures, intercultural attitude, interaction skills, relating to cultures, and critical cultural awareness. Especially regarding critical cultural awareness, students developed intercultural awareness, understanding how to compare, negotiate and mediate between different culturally grounded frames of references in intercultural communication. Second, the students’ perceptions of working on intercultural video project appeared positive. Students reported that the process of composing video projects collaboratively generated learning opportunities for them using English for authentic communication and accordingly developing competence of interacting with diverse audience in pedagogic settings as well as other various social contexts. They also expressed strong desire of participating in more intercultural communication via ELF in future. Based on the findings, pedagogical implications are drawn to suggest viable ways of designing collaborative video projects to incorporate intercultural communication into EFL courses for increasing students’ intercultural communicative competence.

摘要 i
Abstract ii
Acknowledgements iv
Table of Contents v
Chapter One Introduction 1
1.1 Purpose of the Study 4
1.2 Significance of Study 6
1.3 Definition of Terms 8
1.4 The Organization of the Thesis 9
Chapter Two Literature Review 11
2.1 Culture and Foreign Language Education 11
2.2 Teaching Intercultural Communication in Digital Age 15
2.3 English as a Lingua Franca (ELF) and Intercultural Communication 18
2.4 Theoretical Perspectives & Models of Intercultural Communication 25
2.5 Gaps from the Previous Research 31
Chapter Three Methodology 33
3.1 Research Design: Research Questions 33
3.2 Research Participants and Context 34
3.3. Data Collection 36
3.4 Research Instruments 43
3.4.1 Questionnaire 44
3.4.2 Written Report 44
3.4.3 Stimulated Recall Interview 45
3.5 Data Analysis 46
3.6 The Pilot Study 49
Chapter Four Results and Discussion 52
4.1 Students’ Development of Intercultural Communicative Competence (ICC) 52
4.1.1Quantitative Results 53
4.1.2 Qualitative Results 56
4.1.3 Summary and Discussion of Research Question One 83
4.2 EFL University Students’ Perceptions Toward Intercultural Video Projects 89
4.2.1 Quantitative Results 89
4.2.2 Qualitative Results 91
4.2.3 Summary and Discussion of Research Question 2 102
Chapter Five Conclusion 108
5.1 Summary: Main Findings 108
5.2 Implications 110
5.3 Limitations 120
5.4 Suggestions for Future Studies 121
5.5 Conclusion 122
References 124
Appendices 133
Appendix A Interview Guidelines (modified from Hsu, 2016) 133
Appendix B Guidelines for Writing the Report (modified from Hsu, 2016) 135
Appendix C Questionnaire 136
Appendix D Sample News Article 140
Appendix E Guidelines of Composing the Summary and Critical Reflection 143
Appendix F Stimulated Recall Interview Questions 144
Appendix G Consent Form 146
Appendix H Interview Transcription 147

List of Tables
Table 1 Kachru’s Three Circles of English 19
Table 2 Byram’s Intercultural Communicative Competence Model 27
Table 3 Procedure of Data Collection 36
Table 4 Group List for Intercultural Video Projects 40
Table 5 The Relationship among the Research Questions, Methods of Data Collection, and Approaches to Data Analysis 43
Table 6 Analytical Framework of ICC 49
Table 7 Results of the questionnaire data: Part A 53
Table 8 Selected Five Themes of Intercultural Communicative Competence in Research Data 57
Table 9 Two Categories of Intercultural Awareness 74
Table 10 Five Major Themes Related to Analyses for Research Question 1 84
Table 11 Learners’ Attitudes Toward Intercultural Video Projects 89
Table 12 Three Major Themes Related to Analyses for Research Question 2 102
Table 13 Scaffoldings for Intercultural Learning in the Present Study 112
Table 14 Pedagogical Intervention on Integrating Intercultural Video Project in the EAP Curriculum 119

List of Figures
Figure 1 Knowledge-Food Culture 59
Figure 2 Knowledge- Education 60
Figure 3 Knowledge- Festival and Specific Features of the Particular Cultural Group 61
Figure 4 Intercultural Attitudes-Interest in Learning About Foreign Cultures 62
Figure 5 Intercultural Attitudes-Positive Attitude Toward Foreign Cultures 63
Figure 6 Interaction skills- Improvement of English Oral Skills 64
Figure 7 Interaction Skills-Challenges Encountered in Interaction with Foreign Interlocutors 65
Figure 8 Interaction Skills- Gains Gained from Interacting with Foreign Interlocutors: Confidence, Accommodation Strategies, Acquisitions of New Words 66
Figure 9 Relating to Cultures- Food Culture: Focus on Similarities 67
Figure 10 Relating to Cultures-Table Manners: Focus on Similarities 68
Figure 11 Relating to Cultures-Education: Focus on Similarities 69
Figure 12 Relating to Cultures- Festival and Religions: Focus on Similarities 69
Figure 13 Relating to Cultures- Food Culture: Focus on Differences 70
Figure 14 Relating to Cultures-Table Manners: Focus on Differences 71
Figure 15 Relating to Cultures-Education: Focus on Differences 71
Figure 16 Relating to Cultures-Festival: Focus on Differences 73
Figure 17 Critical Cultural Awareness- Category A 76
Figure 18 Critical Cultural Awareness- Category B 79
Figure 19 Critical Cultural Awareness- the Employment of Multimodal Resources 82
Figure 20 Attitudes Toward Intercultural Video Projects 92
Figure 21 Benefits Regarding Learning from the Intercultural Video Project 96
Figure 22 Learning Challenges of Undertaking and Learning with Intercultural Video Project 99

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