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研究生:林家豐
研究生(外文):Lin,Chia-Feng
論文名稱:探討台灣高中中外師跨文化溝通力與跨文化教學
論文名稱(外文):Exploring Perceptions and Teaching of Intercultural Communicative Competence Between Non-Native and Native English Teachers in Senior High Schools in Taiwan
指導教授:黃玫珍黃玫珍引用關係
指導教授(外文):Huang, Mei-Chen
口試委員:黃玫珍嚴嘉琪蔡佩舒
口試委員(外文):Huang, Mei-ChenYan, Jia-ChyiTsai, Pei-Shu
口試日期:2021-07-16
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:英語學系
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:2021
畢業學年度:109
語文別:英文
論文頁數:170
中文關鍵詞:跨文化知能跨文化教學中師與外師跨文化教學認知跨文化教學活動
外文關鍵詞:intercultural communicative competenceintercultural teachingnon-native English teachersnative English teachers
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隨著英語成為全球通用語,來自不同文化背景與國家的人使用英語進行溝通與互動。為了培養英語學習者成為「跨文化溝通者」,在英語課室中探索文化差異與跨文化教學儼然已成重點。在台灣等非英語母語國家中,將英語母語教師奉為英語教學圭臬的觀念,也因此受到挑戰。本研究旨在探討中外師在英語課室中,跨文化教學的差異,研究分為三個面向探討:中外師之跨文化溝通知能、跨文化教學認知,以及實際在英語課室中的跨文化教學操作。
總計一百位台籍教師與五十一位外籍教師參與本問卷調查研究,並使用雙因子重複測量變異數分析、單因子變異數分析描述性統計、進行量化資料分析。本研究發現中外師在跨文化溝通知能上,各構面分布相等,兩者跨文化態度同等最高(attitude),而兩者跨文化知識(knowledge)同等最低。而在跨文化知能個別構因中,發現外師的跨文化意識(awareness)顯著高於中師。此外,在跨文化教學認知上,中師對於結合與推廣學生本國文化,顯著高於外師。針對大小文化教學(Big C/small C teaching),中外師認為大文化知識(Big C knowledge)與小文化知識(small C knowledge)皆為重要,但在課室中偏好於小文化(small C knowledge)的教學。在整體跨文化操作趨勢中,中外師最常使用多媒體與科技進行跨文化教學,但角色扮演、展示外國文物與邀請外國人互動使用頻率最低。而比較兩者跨文化教學操作的差異,中師在探討文化誤解與多媒體教學的頻率明顯高於外師。作者呼籲中外師積極增進跨文化知識以豐富課堂上的跨文化互動。中師可透過深入了解外國文化規範、增加國外居留經驗,以提高跨文化意識;外師則須積極接觸學習者的本土文化、深入理解雙方文化迷思。
As English is the lingua franca that permits people from different cultural backgrounds to communicate and interact, exploring cultural differences and intercultural teaching practice are emphasized in EFL classrooms to facilitate English language learners becoming intercultural speakers. Thus, in countries such as Taiwan, the concept of native English speakers providing an exclusive standard for teaching English language and culture has been challenged. The aim of this study is to investigate the differences between non-native and native English teachers at senior high schools in Taiwan in terms of their intercultural communicative competence (ICC), perception, and intercultural teaching practice.
English teachers from senior high schools in Taiwan were recruited (non-native n = 100; native n = 51) to complete a questionnaire survey. To analyze the collected data, the two-way repeated measures ANOVA, one-way ANOVA, and descriptive statistics were applied. The findings indicate that both native and non-native English teachers’ ICC attitude was ranked the highest, while ICC knowledge was ranked the lowest in their perception of ICC. Native English teachers’ ICC awareness dimension was significantly higher than that of non-native English teachers. As for teachers’ perceptions of intercultural teaching, the results show that non-native English teachers demonstrated higher agreement than native English teachers on the integration and promotion of learners’ own culture in language classrooms.
In terms of intercultural teaching, both groups of teachers perceived both Big C and Small C teaching crucial, whereas they tended to implement Small C teaching in class. When implementing intercultural teaching tasks, both groups of teachers tended to use multimedia and technology most frequently to illustrate cultural topics. However, role play, introducing foreign artifacts, and foreigner interaction were used least frequently. Furthermore, non-native English teachers used cultural misconception exploration and multimedia/technology teaching significantly more frequently than native English teachers. It is advocated in this study that English teachers in Taiwan improve ICC knowledge to enrich intercultural interaction in language classrooms. It is suggested that non-native English teachers gain deeper understanding of foreign cultural norms from overseas traveling experience to develop ICC awareness, while native English teachers should frequently interact with the learners’ own culture to gain more understanding and knowledge of cultural misconceptions between learners’ native and target cultures.
ABSTRACT (English) i
ABSTRACT (Chinese) iii
ACKNOWLEDGEMENT v
TABLE OF CONTENTS vii
LIST OF TABLES ix
LIST OF FIGURES x
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Purposes of the Study 8
Research Questions 8
Significance of the Study 9
Definition of Terms 11
CHAPTER TWO LITERATURE REVIEW 15
Culture in Language Education 15
Definitions of Culture 16
The Relationship Between Language and Culture 19
Teaching Culture in Language Classrooms 21
Intercultural Communicative Competence in Foreign Languages Learning and Teaching 26
Definition of Intercultural Communicative Competence 26
Models of Intercultural Communicative Competence 28
Assessment Models of Intercultural Communicative Competence. 32
Intercultural Communicative Competence in Foreign Language Classrooms 36
Empirical Studies on Perceptions and Teaching of Intercultural Communicative Competence. 40
Summary 43
CHAPTER THREE METHOD 46
Participants 46
Instrument 49
Data Collection Procedure 52
The Mailing Survey 53
The Online Survey 53
Data Analysis 55
CHAPTER FOUR RESULTS AND DISCUSSION 57
Intercultural Communicative Competence Between Native and Non-Native English Teachers 57
Perception of Intercultural Teaching Between Native and Non-Native English Teachers 64
The Actual Intercultural Teaching Practice Between Native and Non-Native English Teachers 75
Summary 88
CHAPTER FIVE CONCLUSION 90
Summary of Major Findings 90
Pedagogical Implications 93
Limitation of the Study 95
Suggestions for Future Research 96
REFERENCES 99
APPENDICES 120
APPENDIX A Results of Staticstics Tests 120
APPENDIX B The Questionnaire Survey (The Pilot Study) 139
APPENDIX C Paper Informed Consent Form 146
APPENDIX D Digital Informed Consent Form 147
APPENDIX E The Questionnaire Survey (The Main Study) 148
APPENDIX F Online Questionnaire Survey (The Main Study) 156
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