Exploring the Feasibility of Integrating Culture Learning into Taiwan's Foreign Language Education

探究文化學習融入台灣外語教育之可行性

10.29960/SIC.200906.0004

蔡瑤(Yau Tsai)

全球化 ； 文化學習 ； 跨文化溝通 ； globalization ； culture learning ； cross-cultural communication

國際文化研究

5卷1期（2009 / 06 / 01）

135 - 157

英文

雖然文化學習與語文學習息息相關，且絕對有助於培養學生在全球化社會從事跨文化溝通之外語溝通能力，但台灣教育當局及英語文教師卻往往忽視文化學習對於外語學習的重要性。有鑑於此，本文藉由國內外相關研究文獻，探討學生無法在外語教室學習文化之因素以及文化學習融入台灣外語教育可行之道。研究者發現台灣社會大眾對文化抱有刻板印象，以及教育者與英語文教師普遍對英語文相關文化認知與教學理念不足是導致學生在外語教室學習語文卻無法學習文化的主要原因的同時，在結論中指出隨著全球化與國際化趨勢，台灣英語文教師應多了解文化學習的本質，以及打破語言學知識為跨文化溝通最重要因素之迷思。為了將文化學習融入台灣外語教育，研究者也在結論中表示英語文學習教材與教學方法，以及台灣外語教育目標皆需適度調整。

Although culture learning is closely connected to language learning and definitely essential to developing students' communicative competence for cross-cultural communication in the global society, the importance of culture learning to EFL (English as a Foreign Language) learning is often ignored by MOE (Ministry of Education) and English teachers in Taiwan. Thus this paper draws upon domestic and international literature to explore the factors that hamper culture learning in a foreign language classroom and the ways that can integrate culture learning into Taiwan's foreign language education. While finding that the stereotypes about culture among the public as well as the limited knowledge of both the target culture and the approaches to culture teaching among educators and English teachers in Taiwan are the main factors that make culture learning separate from language learning in a foreign language classroom, the researcher concludes that with the trend toward globalization and internationalization English teachers in Taiwan need to understand more about the nature of culture learning and shatter the illusion that linguistic knowledge is the most important element in cross-cultural communication. In order to integrate culture learning into Taiwan’s foreign language education, the researcher also concludes that English learning materials and teaching approaches as well as the goals of Taiwan's foreign language education should be adjusted appropriately. 136-Abstract Although culture learning is closely connected to language learning and definitely essential to developing students' communicative competence for cross-cultural communication in the global society, the importance of culture learning to EFL (English as a Foreign Language) learning is often ignored by MOE (Ministry of Education) and English teachers in Taiwan. Thus this paper draws upon domestic and international literature to explore the factors that hamper culture learning in a foreign language classroom and the ways that can integrate culture learning into Taiwan's foreign language education. While finding that the stereotypes about culture among the public as well as the limited knowledge of both the target culture and the approaches to culture teaching among educators and English teachers in Taiwan are the main factors that make culture learning separate from language learning in a foreign language classroom, the researcher concludes that with the trend toward globalization and internationalization English teachers in Taiwan need to understand more about the nature of culture learning and shatter the illusion that linguistic knowledge is the most important element in cross-cultural communication. In order to integrate culture learning into Taiwan's foreign language education, the researcher also concludes that English learning materials and teaching approaches as well as the goals of Taiwan's foreign language education should be adjusted appropriately.

1. Agar, M.(1994).Understanding the Culture of Conversation.New York:William Morrow.
2. Albrow, M.,F. J. Lechner (Eds.),J. Boli (Eds.)(2000).The Globalization Reader.Oxford:Blackwell.
3. Barrow, R.,B. Harrison (Eds.)(1990).Culture and the Language Classroom.Hong Kong:Modern English Publications and British Council.
4. Bennett, M. J.,A. E. Fantini (Ed.)(1997).New Ways in Teaching Culture.Alexandria:Teachers of English to Speakers of Other Languages.
5. Bower, R.(1986).English in the world: Aims and achievements in English language teaching.TESOL Quarterly,14,393-409.
6. Byram, M.(1997).Assessing intercultural Communicative Competence.Clevedon:Multilingual Matters.
7. Byram, M.,Fleming, M.(1998).Language Learning in Intercultural Perspective.Cambridge:Cambridge University Press.
8. Byram, M,Esarte-Sarries V.,Taylor, S.(1991).Cultural Studies and Language Learning.Clevedon:Multilingual Matters.
9. Chang, Shau-Ju.(2004).Integrating culture with English language learning: Some ideas from a survey of the high school attendants at the 2002 NINU English camp.English Teaching & Learning,28(4),45-63.
10. Chang, Y,EFL instruction. (Ed.).(1997).A secret garden in children's literature.Proceedings of the Fourteen Conference on English Teaching Learning in the Republic of China,Taipei:
11. Chen, I-Fen(2002).Developing de-prejudiced multicultural courses: The contents of teacher training Programs.Liberal and Social Science Education Communicator,13(3),45-54.
12. Corbett, J.(2003).An Intercultural Approach to English Language Teaching.Clevedon:Multilingual Matters.
13. Curtain, H.,Pesola, C. A. B.(1994).Language and Children: Making Them Match.New York:Longman.
14. Damen, L.(1987).Culture learning: The Fifth Dimension in Language Classroom.Reading:Addision-Wesley.
15. Delamere, T.(1982).Generating your own cross-cultural materials.TESL Reporter,15,33-35.
16. Fantini, A.E.(1997).New Ways in Teaching Culture. Alexandria.VA:TESOL Inc.
17. Friedlich, R. Boden, D.(1994).Nowhere: time & modernity.Berkeley:University of California Press.
18. Graddol, D.(2006).English Next.London:British Council.
19. Hammer, M. R.,M. K. Asante (Eds.),W. B. Gudykunst. (Eds.)(1990).Handbook of International & Intercultural communication.Newbury Park:Sage.
20. Hannerz, U.(1996).People & Place.New York:Routledge.
21. Ho, Chi-Peng(2000).The development of Taiwan's literature education.Liberal and Social Science Education Communicator,11(4),8-13.
22. Kim, Y. Y.(1988).Communication and Cross-cultural Adaptation: Integrative Theory.Clevedon:Multilingual Matter.
23. Kleinjans, E.(1992).Cross-cultural linguistic communication.Japan Association of college English Teachers' Annual Conference, Hachioji. Paper No.12
24. The cultural component of language teaching
25. Kramsch, C.(2006).From communication competence to symbolic competence.Modern Language Journal,90(2),249-252.
26. Kramsch, C.,K. de Bo (Ed.),R. B. Grinsberg (Ed.),C. Kramsch (Ed.)(1991).Foreign Language Research in Cross-Cultural Perspectivet.Oxford:Oxford University Press.
27. Kramsh, C.(1998).Language and Culture.Oxford:Oxford University Press.
28. Krashen, S.(1981).Second Language Acquisition & Second Language Learning.Oxford:Pergamon.
29. Kuo, Chen-Wo(2005).The preliminary study of e-culture policy in Taiwan.Bulletin of the R.O. C. Library Association,75,95-104.
30. Lafayette, R. C.(1984).Teaching culture: strategies for intercultural communication.Modern Language Journal,68,387-389.
31. Lin, Chun-Chung(2002).Language development in Taiwan in the wake of globalization and localization.The Proceeding of Tamkang International Conference on globalization, Education and Language,Taipei:
32. Lin, Kon-Ten(1996).Research on teaching English in Taiwan.Ta-Jen Journal,14,111-124.
33. Littlewood, W.(1984).Foreign and Second Language Learning.Cambridge:Cambridge University Press.
34. Liu, Gi-Zen(2005).The Trend and challenge for teaching EFL at Taiwanese universities.RELC Journal,36(2),211-221.
35. Mantle-Bronley, C.(1993).Preparing Teachers to Make a Global Difference.Foreign Language Annuals,26(2),208-216.
36. MOE(2005).Higher Education Newsletter.MOE:Taipei.
37. Mollica, A.(1976).Cartoons in the language classroom.The Canadian Modern Language Review,32,424-444.
38. Moran, P.(2001).Perspectives in Practice.Boston, Mass:Heinle and Heinle.
39. Osler, A.,Starkey, H.(2005).Changing Citizenship: Democracy and Inclusion in Education.Berkshire:Open University Press.
40. Pachler, N.,N. Pachler (Ed.)(1999).Teaching Modern Foreign Languages at Advanced Level.London:Routdege.
41. Paige, R. M.,Jorstad, H.,Siaya, L. Klein, F.,Colby, J.,R. M.. Paige (Eds.),D. L. Lange. (Eds.),A. Peshova (Eds.)(1999).Culture as the Core: Integrating Culture into the Language Curriculum.Minneapolis:University of Minnesota.
42. Parmenter, L.,An ethnographic study.(Ed..)(1997).Durham, U. K,University of Durham.
43. Pennycook, A.(1994).The Cultural Politics of English as an International Language.London:Longman.
44. Pennycook, A.(1998).English and the Discourse of Colonialism.London:Routledge.
45. Phillipson, R.(1992).Linguistic Imperialism.Oxford:Oxford University Press.
46. Robinett, B. W.(1978).Teaching English to Speakers of Other Languages.Minnesota:The University of Minnesota Press.
47. Robinson, G. L.(1978).The magic-carpet-ride-to-another-culture syndrome: An international perspective.Foreign Language Annual,11,135-146.
48. Robinson, G. L.(1988).English as a Second Language and Bilingual Educators.New York:Prentice-Hall.
49. Robinson, P.(1981).Role-playing and class participation.English Teaching Journal,35,384-386.
50. Robinson-Stuart, G.,Nocon, H.(1996).Second culture acquisition. Ethnography in the foreign language classroom.Modern Language Journal,80,431-449.
51. Savignon, S.(1983).Communicative competence: Theory and classroom practice, texts and contents in second language Learning.Reading:Addision-Wesley.
52. Seelye, H.N.(1993).Teaching Culture: Strategies for Foreign Language Educators.Skokie, Ill:National Textbook Company.
53. Shau, Chuang-Sung(1988).Compulsory English education in Taiwan: Test-tended or teaching-tended?.The Proceeding of the Fifth Conference on English Teaching and Learning in the Republic of Chin a,Taipe:
54. Shi, Yu-Huei,Su, Suen-Fa,Lin, Jien-Jeng(1988).The expectation of the enterprises on foreign-language Professionals: Exploring the curriculum of applied foreign-language departments in Taiwan.The Proceeding of the 5th Annual National Symposium on English Teaching in Republic of China,Taipe:
55. Shing, P.(2001).Reflection on the role of communicative teaching approach in university English education.Teaching and Learning,25(3),22-33.
56. Smith, A. D.,J. Held. (Eds.),A. McGrew (Eds.)(1999).The global transformations reader.Oxford:Polity Press.
57. Tang, Yanfang(2006).Beyond behaviour: Goals of cultural learning in the second language classroom.Modern Language Journal,90(1),86-99.
58. Taylor, R.(2006).Durham, U.K,Durham University.
59. Tomlinson, J.(1999).Globalization and Culture.Cambridge:Polity Press.
60. Tsai, Je-Chuan(1988).Issues in bilingual education: English teaching in Taiwan.Educational Practice and Counseling Quarterly,4(1),80-84.
61. Tsou, Wenli(2005).The effects of cultural instruction in foreign language learning.RELC Journal,36(1),39-57.
62. Yai, Ming-Kuang(2000).Issues in the connection of English curriculum between primary schools and junior-high schools.Education Journal of Taipei County,30,107-110.
63. Yai. Si-Nan(2008).The concepts and characteristics of new high-school English curriculum.Journal of Educational Research,166,25-32.
64. Yang, Chou-siang(2002).Constructing a English-learning environment.National Political Review,2(6),159-162.

1. CHIU, Yi-Ching Jean(2014).A Pilot Study in Role of Teachers and Educational Beliefs in Culturally Relevant Pedagogy.國際文化研究,10(1),1-23.
2. Kai-Li Liu(2021)。TEACHING AND ASSESSING INTERCULTURAL COMMUNICATIVE COMPETENCE (ICC): EXPERIENCE WITH STUDENT-AUTHORED CRITICAL INCIDENTS。Taiwan Journal of TESOL，18(1)，1-27。
3. 蔡昕璋(2016)。大學外語系學生參與TOEIC國際志工之語言、文化習得經驗。學生事務與輔導，55(2)，51-65。
4. 陳蓮娜,邱怡靜(2019).Using Culturally Relevant Theory to Foster Athletes' Multiple Intelligences in English learning Motivation and Confidence.語文與國際研究,21,69-95.
5. 趙子嘉(2009)。大專英語學習者跨國文化溝通能力初探與課程建議。國際文化研究，5(2)，49-86。
6. (2012)。異文化センシティビティに関する研究─科技大学の応用外国語の学生を中心－。臺灣應用日語研究，9，149-173。
7. (2023)。Raising Intercultural Communication Competence: Implementation of Transformation Approach in a General English Course Curriculum Design。樹德科技大學學報，25(1)，15-28。