利用情感事件理論之觀點檢視國小英語協同教師所面臨的衝突事件

Abstract

本研究以情感事件理論探討本國籍與外國籍英語教師協同教學時所面對人際衝突事件時的情緒反應以及溝通策略，研究方法包含了質化的深度訪談以及量化的問卷調查法，共有25位本國籍英語教師參與本研究共蒐集了106件人際衝突事件。人際衝突事件的事件類型分為:任務型衝突、關係型衝突以及程序型衝突。 本研究結果顯示，個人經歷人際衝突事件後所產生的「硬性情緒」越高，越可能採取「要求」、「威脅」或「找第三者溝通」作為溝通策略；反之，則傾向採取「忽視」「讓步」「隱藏真實情緒」「開玩笑」「逃避問題」溝通策略；再者，當個人經歷人際衝突事件後所產生「軟性情緒」越高，越可能採取「試圖解決」、「自我揭露」；「平板性情緒」越高，越可能採取「忽視」、「逃避問題」；本研究證實個人情緒反應確實會影響後續的情感驅使行為。

This study examines the relationships among interpersonal conflicts, emotions, and communication strategies in co-teaching partners .Using affective events theory as the theoretical framework, this study conducted 25 intensive interviews on local English teachers, from which 106 interpersonal conflict events were collected. The results shows that there was a positive relationship between hard emotion and the use of “requesting” and “look for 3rd party’s help” strategy. This study found that different types of interpersonal conflicts were associated with different emotions, which in turn were associated with the use of different communication strategies. Generally speaking, this study verified the proposition of the affective events theory.