對外漢語課堂中的跨文化教學：泰國國際漢語教師跨文化教學意識研究

Teaching Intercultural Communicative Competence in the Foreign Language Classroom: A Study on Chinese Language Teachers' Cognition in Thailand

龔陽(Frank Yang GONG)；齊雪丹(Xuedan QI)

對外漢語教學 ； 國際漢語教師 ； 教師意識 ； 跨文化交際 ； 跨文化教學 ； Teaching Chinese as a foreign language ； Chinese language teachers ； teacher cognition ； intercultural communicative competence ； intercultural teaching

華語文教學研究

14卷2期（2017 / 06 / 01）

89 - 112

繁體中文

在全球化的大背景下，人們對語言教學的要求和認識發生了重要變化，跨文化交際能力已經成為語言教學的一個重要導向和核心目標，培養和提升語言學習者的跨文化交際能力是語言教師新的責任。在語言教學中，教師的意識與其課堂活動有著密切的聯繫，具備良好的跨文化教學意識是教師有效進行跨文化實踐的前提和基礎。目前，語言教師跨文化教學意識研究絕大多數是以英語作為第二語言或外語教學為背景，而且對影響此種意識的因素探究甚少。儘管當前國際漢語教學在整個世界蓬勃發展，但是關於國際漢語教師跨文化教學意識的研究還基本上處於空白階段，這因此也成為一個亟待解決的問題。基於半開放式問卷和半開放式訪談，本研究探討了三十位泰國國際漢語教師的跨文化教學意識，也進一步理清了影響跨文化教學意識的相關因素。量化資料和質化資料共同表明，參與研究的教師主要傾向於為學生傳授中華文化知識和與中國有關的文化事件，而並不注重學生跨文化交際態度及實際能力的改善。在教學活動中，漢語教學大綱的設計、教師受到的教育和培訓、漢語教材、學生對文化學習的興趣等因素都在不同程度上制約著教師的跨文化教學意識。研究結果說明，泰國國際漢語教師需要不同方面的支援以提升自身的跨文化教學意識，其中有效的教師培訓將會使他們更好地扮演「跨文化國際漢語教師」的角色。

Cross-cultural and pluriligual encounters have become increasingly frequent in the world due to the death of distance brought along by the advancement information and communication technology (ICT) and the growing globalization. Policymakers, researchers and learners in educational settings are increasingly paying attention to the role of language teachers in teaching intercultural communicative competence in the language classroom. Because of the close connection between teacher cognition and teacher practices, this study explored how Chinese language teachers perceived intercultural education in the Chinese as a foreign language classroom in Thailand, and data were collected from thirty teachers by means of a questionnaire and personal interviews. It was revealed that the teachers preferred to transmit cultural facts and knowledge while lacked a clear conception of improving students' intercultural attitudes and skills. A number of factors affecting their cognition in teaching intercultural communicative competence were also found. The findings from this empirical study have implications for intercultural education in the field of teaching Chinese as a foreign language.

1. 王珩(2014)。華語教師跨文化能力培訓之省思。華語文教學研究，11(1)，127-149。
   連結：
2. 蔡喬育(2010)。華語文教師多元文化教育職能的初探。華語文教學研究，7(2)，91-121。
   連結：
3. American Council on the Teaching of Foreign Languages=ACTFL(1999).Standards for Foreign Language Learning in the 21st Century.Lawrence, KS:Allen Press.
4. Borg, Simon(2003).Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do.Language Teaching,36,81-109.
5. Borg, Simon(2006).Teacher Cognition and Language Education: Research and Practice.London:Bloomsbury Publishing.
6. Burns, Anne(ed.)(2009).The Cambridge Guide of Second Language Teacher Education.New York:Cambridge University Press.
7. Byram, Michael(1997).Teaching and Assessing Intercultural Communicative Competence.Clevedon:Multilingual Matters.
8. Byram, Michael,Risager, Karen(1999).Language Teachers, Politics and Cultures.Clevedon:Multilingual matters.
9. Charmaz, Kathy(1990).'Discovering' chronic illness: Using grounded theory.Social Science & Medicine,30,1161-1172.
10. Chen, Guoming(1997).A review of the concept of intercultural sensitivity.Biennial Convention of the Pacific and Asian Communication Association,Honolulu, HI:
11. Council of Europe(2001).Common European Framework of Reference for Languages.Cambridge:Cambridge University Press.
12. Deardorff, Derla K.(2004).Internationalization: In search of intercultural competence.International Educator,13(3),13-15.
13. Deardorff, Derla K.(2006).Identification and assessment of intercultural competence as a student outcome of internationalization.Journal of Studies in International Education,10,241-266.
14. Dirba, Mara(2007).Towards proteophilic competence? Intercultural learning and language education in Latvia.Intercultural Education,18,193-205.
15. Foss, Donna H.,Kleinsasser, Robert C.(1996).Preservice elementary teachers' views of pedagogical and mathematical content knowledge.Teaching and Teacher Education,12,429-442.
16. Gandana, Isti,Parr, Graham(2013).Professional identity, curriculum and teaching Intercultural Communication: An indonesian case study.Language, Culture and Curriculum,26,229-246.
17. Giroux, Henry A.(1992).Border Crossings: Cultural Workers and the Politics of Education.London:Routledge.
18. Han Xiaohui,Li, Song(2011).Teacher cognition of intercultural communicative competence in the Chinese ELT context.Intercultural Communication Studies,20(1),175-192.
19. Hayward, Fred M.(2000).Preliminary Status Report 2000: Internationalization of U. S higher education.Washington D. C.:American Council on Education.
20. Lam, Yvonne(2000).Technophilia vs. technophobia: A preliminary look at why second-language teachers do or do not use technology in their classrooms.Canadian Modern Language Review,56(3),389-420.
21. Larzén-Östermark, Eva(2008).The intercultural dimension in EFL‐teaching: A study of conceptions among Finland‐Swedish comprehensive school teachers.Scandinavian Journal of Educational Research,52,527-547.
22. Li, Chenyang(2006).The Confucian ideal of harmony.Philosophy East and West,56(4),583-603.
23. Luk, Jasmine(2012).Teachers' ambivalence in integrating culture with EFL teaching in Hong Kong.Language, Culture and Curriculum,25,249-264.
24. Magos, Kostas,Simopoulos, George(2009).'Do you know Naomi?': Researching the intercultural competence of teachers who teach Greek as a second language in immigrant classes.Intercultural Education,20,255-265.
25. Önalan, Okan(2005).EFL teachers' perceptions of the place of culture in ELT: A survey study at four universities in Ankara/Turkey.Journal of Language and Linguistic Studies,1(2),215-235.
26. Richards, Jack C.,Lockhart, Charles(1994).Reflective Teaching in Second Language Classrooms.Cambridge:Cambridge University Press.
27. Roger, Barnard(ed.),Burns, Anne(ed.)(2012).Researching Language Teacher Cognition and Practice: International Case Studies.Bristol:Multilingual Matters.
28. Sercu, Lies(2006).The foreign language and intercultural competence teacher: The acquisition of a new professional identity.Intercultural Education,17,55-72.
29. Sercu, Lies(2002).Implementing intercultural foreign language education. Belgian, Danish and British teachers' professional self-concepts and teaching practices compared.Evaluation & Research in Education,16,150-165.
30. Sercu, Lies,Mendez García,Maria del Carmen,Prieto, Paloma Castro(2005).Culture learning from a constructivist perspective. An investigation of Spanish foreign language teachers' views.Language and Education,19,483-495.
31. Wittrock, Merlin C.(ed.)(1986).Handbook of Research on Teaching.New York, NY:MacMillan.
32. Young, Tony Johnstone,Sachdev, Itesh(2011).Intercultural communicative competence:Exploring English language teachers' beliefs and practices.Language Awareness,20,81-98.
33. 中國國家漢辦(2016)。2015 年孔子學院年度發展報告（中英雙語版）。北京=Beijing:國家漢辦=Hanban。
34. 吳應輝、央青、梁宇、李志凌(2012)。泰國漢語傳播模式值得世界借鑒—泰國漢語快速傳播模式及其對漢語國際傳播的啟示。漢語國際傳播研究，1，1-13。
35. 吳應輝、楊吉春(2008)。泰國漢語快速傳播模式研究。世界漢語教學，4，125-132。
36. 李泉(2011)。文化內容呈現方式與呈現心態。世界漢語教學，3，388-399。
37. 李楓(2010)。對外漢語教學文化因素處理的階段性劃分。語言教學與研究，4，12-16。
38. 邢志群(2010)。試論漢語語言、文化的教學體系。世界漢語教學，1，93-102。
39. 周小兵、羅宇、張麗(2010)。基於中外對比的漢語文化教材系統考察。語言教學與研究，5，1-7。
40. 孫清忠(2006)。淺析對外漢語口語教材中文化項目的選擇和編排。暨南大學華文學院學報，2，32-41。
41. 張英(2006)。對外漢語文化因素與文化知識教學研究。漢語學習，6，59-65。
42. 張英(2009)。「對外漢語文化大綱」基礎研究。漢語學習，5，93-100。
43. 教育部基礎教育司、英語課程標準研製組(2002)。全日製義務教育英語課程標準解讀。北京=Beijing:北京師範大學出版社=Beijing Normal University Press。
44. 陳瑜敏(2010)。對外漢語文化教材話語態度分析。語言教學與研究，6，1-7。
45. 趙金銘(2014)。國際漢語教育中的跨文化思考。語言教學與研究，6，1-10。

1. 李詠青(2022)。跨文化素養導向通識課程之教學與實踐。高雄師大學報：人文與藝術類，52，57-75。