Challenges for Native & Non-native English Teachers in Intercultural Communication in EFL

英語為母語及非母語教師在跨文化溝通教學上之挑戰

邱怡靜(CHIU, Jean Yi-Ching)

跨文化溝通 ； 英語為母語及非母語教師 ； 文化教挑戰學

國際文化研究

13卷2期（2017 / 12 / 01）

77 - 99

英文

In view of the globalized trend and the resulted intercultural communication needed for English learners, the purpose of this study was to identify the challenges and difficulties encountered in EFL teaching with an emphasis on intercultural communication, by English-speaking and non- English-speaking instructors. The study utilised a qualitative research methodology based on in-depth interviews, to identify and explore such challenges and difficulties in teaching intercultural communication. The study used stratified sampling to obtain comprehensive data from a group of eleven teachers featuring six nationalities and a range of teaching experience. The findings found the need of L1 teachers in understanding learners' cultural identity, and their culture of origin when encouraging social-cultural interactions. On the other hand, L2 teachers need accurate understanding of the authentic English culture with sufficient teacher identity and cultural identity for themselves. Additionally, the study also found that both native and non-native English teachers may help their learners by being cultural ambassadors to minimise miscommunication to optimize intercultural communication competence and global competitiveness. Implications are provided for overcoming challenges for both groups of teachers to de-construct silence and reconstruct culturally appropriate dialogues by affective support for intercultural communication teaching and learning in English classroom context.

有鑑於近年來全球化與英語學習者需要的跨文化溝通力，本研究旨在探討英語作為外語教學時，以英語為母語及非母語教師在教跨文化溝通時所面臨之挑戰及困難。本研究採用質性研究法，奠基於深度訪談找出並探究跨文化溝通教學時所面對的挑戰及困難。從6個國家11位資歷不同的教師分層抽樣，取得全面性的資料。研究結果發現，英語為母語教師需理解學生之文化認同及跨文化知識，並活用跨文化互動技巧以協助社會文化互動，英語非母語教師則需提升自身之教師認同與文化認同，正確理解英語文化及及增進跨文化知識與互動技巧。此外，本研究也發現，兩群教師都可以成為跨文化大使，協助學生減少溝通障礙，以增進學生之跨文化溝通力及全球競爭力。教師都可以運用情意支持來克服挑戰，藉由對英語教室裡的跨文化溝通語學習打破教室裡面的沉默，重新建構文化合宜的跨文化對話。

1. Anderson, L. W.(Ed.),Krathwohl, D.(Ed.)(2001).A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives.New York:Longman.
2. Author,Cowan, J.(2012).Helping Eastern Students to master Western Critical Thinking.Asia Pacific Education Review,13(1),103-112.
3. Banks, J. A.,Banks, C.,Chen, Z. L.(Trans.),Chen, M. I.(Trans.),Chuang, C. W.(Trans.),Wang, P. L(Trans.),Chen, W. R.(Trans.)(2008).Multicultural education: issues and perspectives.Taipei:Psychology Publisher.
4. Bloom, B.,Englehart, M.,Furst, E.,Hill, W.,Krathwohl, D.(1956).Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain.New York, Toronto:Longmans, Green.
5. Bowers, A.,Doterweich, E.,Huang, J.(2012).Intercultural miscommunication: impact on ESOL students and implications for ESOL teachers intercultural.Journal of Instructional Psychology,39(1),36-40.
6. Brown-Jeffy, S.,Cooper, J. E.(2011).Toward a Conceptual Framework of Intercultural Communication: An Overview of the Conceptual and Theoretical Literature.Teacher Education Quarterly,38(1),65-84.
7. Byram, M.,Zarate, G.(1994).Definitions, Objectives and Assessment of Sociocultural Competence.Strasbourg:Council of Europe.
8. Carless, D.(2009).Trust, distrust and their impact on assessment reform.Assessment and Evaluation in Higher Education,34(1),79-89.
9. Chen, J. C.,Cheng, J.(2012).Voices within Nonnative English Teachers: Their Self-Perceptions, Cultural Identity and Teaching Strategies.TESOL Journal,6,63-82.
10. Cruz, M.(2013).Understanding and overcoming pragmatic failure in intercultural communication: From focus on speakers to focus on hearers.International Review of Applied Linguistics in Language Teaching,51(1),23-54.
11. Denzin, N. K.(Ed.),Lincoln, Y. S.(Ed.)(2005).Handbook of qualitative research.Thousand Oaks, CA:Sage.
12. Dimova, S.(2011).Non-Native English Teachers' Perspectives on Teaching, Accents, and. Varieties.TESL Reporter,1&2(44),65-82.
13. Friedman, T. L.(2005).The world is flat: A brief history of the twenty-first century.New York:Farrar, Straus and Giroux.
14. Globe,Chhokar, J.(ed.),Brodbek, F.(ed.),House, R.(ed.)(2007).Culture and Leadership across the World: Globe book of in-depth studies of 25 societies.Mahwah, MJ:Erlbaum.
15. Hall, E. T.(1989).Beyond Culture.NY:Anchor Press.
16. He, Z.,Zhuang, Y.(2004).Contemporary pragmatics.Beijing:Foreign Language Teaching and Research Press.
17. Hinkel, E.(ed.)(2011).Handbook of Research in Second Language Teaching and Learning Vol II.New York:Routledge.
18. Hofstede, G.(1980).Culture's Consequences: International Differences in Work- Related Values.Beverly Hills, CA:Sage.
19. Hofstede, G.(2010).The GLOBE debate: Back to relevance.Journal of International Business Studies,41,1339-46.
20. Kramsch, C.(1993).Context and culture in language teaching.Oxford:Oxford University Press.
21. Kramsch, C.(1998).Language and culture.Oxford:Oxford University Press.
22. Ladson‐Billings, G.(1995).Toward a Theory of Culturally Relevant Pedagogy.American Educational Research Journal,32(3),465-491.
23. Mountford, N.(Ed.),Wadham-Smith, N.(Ed.)(2000).British Studies: Intercultural Perspectives.Edinburgh:Longman in Association with the British Council.
24. Nisbett, R.E.(2003).The geography of thought: How Asians and Westerners think differently and why.New York:Free Press.
25. Phillipson, R.(1992).Linguistic imperialism.Oxford, England:Oxford University Press.
26. Scollon, C. N.,Koh, S.,Au, E.(2011).Cultural differences in the subjective experience of emotion: When and why they occur.Personality and Social Psychology Compass,5,853-864.
27. Valdes, J. M.(Ed.)(1986).Culture bound.New York, NY:Cambridge University Press.
28. Ware, P.D,Kramsch, C.(2005).Toward an intercultural stance: Teaching German and English through tele-collaboration.The Modern Language Journal,89,190-260.
29. Zheng, L.,Huang, J.(2010).A study of Chinese EFL learners' pragmatic failure and the implications for college English teaching.Polyglossia,18,41-54.
30. Zhu, H.(2014).Exploring intercultural communication: language in action.London:Routledge.

1. Chiu, Jean(2018).Intercultural Communication Difficulties of Lower Context Culture Taiwanese Interns in Higher Context Culture Hotel Industry in Thailand.國際文化研究,14(2),1-23.