CRT and Culture-Specific Communication Patterns in GFL Cross-Border Blog Writing

文化回應教學法與文化特異溝通模式學習觀察研究：以跨境德語雲端協力寫作為例

許書珊(Susanne SCHICK)

Intercultural Communication (ICC) ； Culturally Responsive Teaching (CRT) ； German as a Foreign Language (GFL) ； Task-Based Learning (TBL) ； Taiwan ； 跨文化溝通（ICC） ； 文化回應教學法（CRT） ； 德語教學（GFL） ； 任務式學習（TBL） ； 台灣

輔仁外語學報

18期（2022 / 02 / 26）

1 - 31

英文

Intercultural Communication (ICC) has become a key competence in today's interconnected world. Integrating intercultural training into the syllabus can support students in improving their language proficiency and intercultural competence. Foreign language instruction often happens in scenarios of culturally diverse classrooms, placing teachers at the center of the process. Earlier research found that students of different cultural backgrounds favor different learning styles and achievement. Culturally Responsive Teaching (CRT) focuses on meeting students' needs through methods of instruction that are sensitive to cultural differences. This study investigates culture-specific aspects in students' collaboration attitudes and communication styles by method of qualitative survey analysis. In Fall 2020, a task-based learning (TBL) project was conducted with German as a Foreign Language (GFL) students at Fu Jen Catholic University (FJCU), combining grammar training and cross-border intercultural collaboration with peers from Japan. The goal was to strengthen students' writing skills, intercultural communication experience, and self-learning abilities. 30 students of FJCU (second grade, language level A2-B1/ CEFL) met online with 17 participants from University of Kyoto, Tokyo University, and Sophia University, Tokyo. They were organized in 16 groups and paired in teams A and B. The task was for each team to produce a text of 500-600 words on Google Docs within three weeks. Stories centered on the famous German cartoon character called ＂The Mouse＂ (www.wdr-maus.de), a popular figure who inspires and stimulates creativity, as the focus of the intended self-learning activity. This Blended Learning approach combined the use of Google Docs, Flipgrid, and LINE. The final texts were published on the internet platform ＂The Mouse on Her Travels＂ (www.maus-reisen.de), which unites 18 GFL teachers from nine different countries, promoting GFL and cultural exchange through online collaboration. It is expected that culture-specific communication patterns have an impact on performance, and that these patterns can be identified by method of qualitative survey analysis.

文化回應教學法藉由敏銳辨識文化差異來呼應外語學習者之需求。本研究採質性研究法，以文化特異觀點對參與本計畫不同國籍（文化背景）學生間的合作態度與溝通模式進行觀察。2020年秋季，輔仁大學德語語文學系學生與其來自日本的同儕，展開結合語法訓練及跨境跨文化合作的任務式學習計畫，旨在強化學生的寫作技巧、跨文化溝通經驗及自主學習能力。30位輔仁大學同學（2年級／德語能力A2至B1級）與17名分別來自京都大學、東京大學及上智大學的日本同學分成A與B二隊，共計16組，透過網路共同參與此計畫。教師要求學生於三周內以Google Docs協力完成一篇500至600字的短文寫作，且內容須圍繞鼓勵創新精神的德國人氣卡通角色「The Mouse」展開，學生的自主學習能力為觀察重點。此一混成學習法結合了Google Docs、Flipgrid與LINE等線上軟體，並將同學們共同產出的成果在名為「The Mouse on Her Travels」的網頁平台發表。此平台由9位來自不同國家的德語教師組成，透過網路合作，在該平台共同推動德語學習活動及相關文化交流。我們預期文化特異溝通模式會對德語系學生的學習表現產生影響，且此溝通模式可以由質性研究法所界定。

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