完整后设资料纪录
DC 栏位 | 值 | 语言 |
---|---|---|
dc.contributor.author | 曾湘茹 | en_US |
dc.contributor.author | Tseng, Hsiang-Ju | en_US |
dc.contributor.author | 黄淑真 | en_US |
dc.contributor.author | Huang, Shu-Chen | en_US |
dc.date.accessioned | 2014-12-12T01:19:58Z | - |
dc.date.available | 2014-12-12T01:19:58Z | - |
dc.date.issued | 2009 | en_US |
dc.identifier.uri | http://140.113.39.130/cdrfb3/record/nctu/#GT009559512 | en_US |
dc.identifier.uri | http://hdl.handle.net/11536/39725 | - |
dc.description.abstract | 近年来文化学习在第二/外国语言学习领域渐受重视。为使文化学习充份融入语言学习中,Byram (1997)提出以“田野工作”(fieldwork)方式学习文化,能避免文化刻板印象的产生,并能促使发展“开放的态度”(openness attitude)与真实地经验对话沟通。然而,过去文献有关于透过田野工作学习文化的相关研究,多着重于第二/外国语言学习者与英文母语人士的文化接触。目前英文已成为国际语言,语言学习者有不少机会与同为非英文母语人士沟通。Alptekin (2002)认为语言学习者若只学习英文母语人士之文化已不符合现今的需求。基于此,本研究迎合目前非母语人士与非母语人士沟通为普遍现象的现况,以就读北台湾的一所大学的四位大学生为研究对象。研究过程中,四位大学生两两成对,分别与亦为非英文母语人士的同校外籍生进行文化交流。本研究探讨此活动对学生跨文化沟通能力(Intercultural competence)的影响、进而了解学生的沟通困难,以及学生对于进行此活动的感受。本研究资料取自学生的活动后书面感想、访谈,以及学生与外籍生之间的对话语音记录。 本研究结果发现此活动帮助学生在他国文化、本国文化,以及在跨文化沟通等三方面上知识的增进。除此之外,本活动发展学生“开放的态度”(openness attitude)去面对其他外国文化,并且激发学生热衷介绍本国文化及了解他国不同生活方式的兴趣。针对沟通困难,本研究的资料显示,学生的沟通困难涵盖语言、情感、沟通技巧,以及社会文化相关知识等方面。一般而言,参与本研究的学生皆对本活动给予正面的评价,然而,学生亦提到本活动无法对学生在进行对话时所使用的英文文法进行纠正。学生更进一步建议增加外籍生的人数以及交谈的次数。 本研究提供了一个鼓励面对面的跨文化沟通以及一个如何在学习者本国文化当中了解“世界英语”(world Englishes)的学习方式。以下为本研究在英语教学实务上的应用。本活动可帮助学生了解英语的沟通目的,以致于提升学生的学习动机。学生的语言能力(linguistic competence),例如单字量的多寡以及发音的正确性,在跨文化沟通上仍为重要的因素。能诠释和联结(the skill of interpreting and relating)以及能发现和互动(the skill of discovering and interacting)的技能在跨文化沟通上更是不可或缺,应在语言课程中多培养练习。 | zh_TW |
dc.description.abstract | The TESL/TEFL professionals have drawn considerable attention to the growing importance of cultural learning in recent decades. To embed cultural learning into language learning, Byram (1997) has suggested that the fieldwork approach is one of the efficient ways to avoid reinforcing cultural stereotypes, help develop openness attitude (Robinson & Nocon, 1996; Bateman, 2002), and experience real time, unrehearsed interaction. Nevertheless, amid previous cultural research associated with the fieldwork approach, most attention was given to the investigation of L2 learners’ contact with native speakers of English. This focus has claimed to be unrealistic since English now serves as an international language (Alptekin, 2002). Catering to the fact that nonnative-nonnative communication prevails, the present research involved four college freshman participants from diverse disciplines studying at a public university in northern Taiwan, paired up to communicate with international students who are nonnative speakers of English, studying in the same university. The study attempted to investigate how the intercultural task could foster the development of intercultural competence and to discover L2 learners’ communication difficulties and perception on the task. Data was collected from L2 learners’ written self-reflection reports, transcript of post-interviews, and transcript of the intercultural conversation between the learners and the international students. Results showed that the task helped L2 learners increase knowledge of foreign culture, native culture, together with knowledge of intercultural interaction. The task also fostered the development of the “openness” attitude, and aroused considerable interest in introducing one’s own culture to others and in knowing other people’s way of life. In terms of communication difficulties, the results indicated that the difficulties covered aspects of linguistics, affection, communication strategies, and sociocultural knowledge. In general, the learners showed positive attitudes toward the intercultural experience; however, few limitations such as little grammar correction given during the task were reported. The learners further suggested the number of foreign interlocutors and the frequency of the intercultural interaction perhaps could be increased. The present study is likely to provide a framework to enhance face-to-face intercultural interaction and to help L2 learners approach world Englishes (Kachru & Nelson, 1996) in L2 learners’ country. A few pedagogical implications were provided. Activities of having L2 learners conduct the intercultural task could possibly bring them to see the communicative purpose of English, further boosting motivation for English learning. Linguistic competence remains crucial; sufficient vocabulary repertoire and comprehensible pronunciation are fundamental to successful intercultural communication. Furthermore, the skill of interpreting and relating and skill of discovering and interacting (Byram, 1997) are discovered to be paramount and advised to practice in English class. | en_US |
dc.language.iso | en_US | en_US |
dc.subject | 跨文化沟通 | zh_TW |
dc.subject | 文化学习 | zh_TW |
dc.subject | intercultural communication | en_US |
dc.subject | nonnative Enlgish speakers | en_US |
dc.subject | cultural learning | en_US |
dc.title | 文化接触:台湾大学生与非英文母语外籍生的跨文化沟通与文化学习 | zh_TW |
dc.title | Cultural Encounters: Intercultural Communication and Cultural Learning of Taiwanese College Students withNon-native English Speakers | en_US |
dc.type | Thesis | en_US |
dc.contributor.department | 英语教学研究所 | zh_TW |
显示于类别: | Thesis |
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