大專英語學習者跨國文化溝通能力初探與課程建議

Understanding University English Learners' Intercultural Communication Competence: Related Studies and Curriculum Suggestions

10.29960/SIC.200912.0003

趙子嘉(Tzu-Chia Chao)

國際性語言 ； 跨國文化溝通能力 ； 英語語言能力 ； 大專英語課程 ； International language ； English language skills ； Intercultural Communication Competence ； University English Curriculum

國際文化研究

5卷2期（2009 / 12 / 01）

49 - 86

繁體中文

隨着英語全球化的現象，英語已成為「國際性語言」，在國際化的趨勢下，跨國文化溝通能力的培養，和英語語言能力的訓練，在英語教學中一樣重要。本文首先解釋何謂跨國文化溝通能力，並透過兩份初探臺灣一所科技大學英語學習者跨國文化溝通能力的研究報告，討論參與大專生跨國文化溝通能力（認知、行為或情意部分）的發展情況。透過聚焦式訪談和量表調查的方式收集相關資料，並以閱讀、編碼、計次、分類整理、列表分析等方式瞭解所有資料內容。結果發現（一）臺灣的英語教育，（二）大眾傳媒，（三）個人文化偏狹心態，和（四）缺乏自我反思能力等，是影響這些參與學生發展跨國文化溝通能力的主要因素。依據此結果，筆者分別就語言教學內容，文化教學內容，教學活動方式，評量內容與方式，以及教材選擇共五個主題，提出如何在大專英語課程中，幫助學生發展跨國文化溝通能力的建議。

English has become an international language in the world of globalization. Except for the training of English language skills, the development of Intercultural Communication Competence (ICC) should be emphasized during the process of English teaching and learning. This paper firstly clarifies the concept of ICC. Then, the two studies about understanding the ICC (cognitive, behavioral or affective) of university English learners, conducted in Ming Hsin University of Science and Technology, are discussed with examples. With the help of deep interviews and a intercultural sensitivity scale, the results of the two studies, after the procedure of data reading, coding, counting and categorization, indicate that the impact of Taiwan's English education and Mass communication, as well as negative personal factors, such as narrow-minded and deficient in reflective abilities, were major barriers to the development of these English learners' ICC. This paper ends with suggestions for the design of future University English Curriculum in five aspects: English language, cultures, teaching activities, assessments and teaching materials.

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