Becoming Intercultural Competence Teachers: A qualitative repertory grid interview study of English teachers' beliefs on culture teaching

跨文化溝通教學專業力的培養：英語教師文化教學信念質探

趙子嘉(Tzu-chia Chao)

Intercultural communicative competence ； intercultural teaching ； English language teaching ； intercultural competence teachers ； beliefs on culture teaching ； repertory grid technique ； 跨文化溝通能力 ； 跨文化教學 ； 英語教學 ； 跨文化溝通教學專業力 ； 文化教學信念 ； 凱利方格法

國際文化研究

14卷2期（2018 / 12 / 01）

25 - 56

英文

The importance of developing intercultural communicative competence (ICC) through English language teaching has become more prevalent with respect to internalization and globalization; therefore, English teachers are encouraged to develop a new professional identity as intercultural competence teachers. In the current study, novice and experienced Taiwanese English teacher beliefs on culture teaching were investigated through a qualitative research method, namely the repertory grid technique, and the extent to which their culture teaching can be characterized as intercultural was examined. The research findings indicated that participant teachers' concepts of culture were essentialist-oriented. Most of them preferred using the compositional approach to conduct cultural instructional activities, focusing on cultural knowledge of target or foreign countries (nations) for the purpose of student enjoyment or motivation in English learning. The development of critical cultural awareness and intercultural communication skills and strategies were not emphasized. This paper concludes with suggestions for intercultural education in future English curricula and instruction as well as English teacher professional development in Taiwan or similar contexts.

國際化和全球化的潮流，使得跨文化溝通能力的培養變成相對重要，而英語教師是否具備跨文化溝通教學專業力，成為推動跨文化教育成敗的重要關鍵。本研究主要是探索了解臺灣英語教師在文化教學上的信念，因為此信念影響跨文化溝通教學專業力，甚而跨文化教學的執行。為了能深入引出與瞭解受訪英語教師內心深處對於目標議題的認知結構，本研究採用質性研究中的凱利方格法執行晤談。透過此法，研究者以深入訪談個案研究的方式，收集英語非母語的兩位臺灣資深英語教師和兩位臺灣新手英語教師對文化教學活動之看法，並從中引出其文化信念再做整理比較，而後則分析其文化信念之跨文化性，瞭解是否有助於跨文化教育的執行。本質性研究的結果顯示受訪英語老師對文化的看法偏向產品與習俗相關知識的累積，在跨文化教育內涵上的瞭解不完全，較傾向於國族文化知識與差異的教學，大部分採用與目標國家相關的文化事實或知識來進行文化教學課程。雖然一些受訪老師的教學內容與活動很多元，但仍停留在有趣、國族差異比較、課外活動的階段，並未進一步提供學生用不同角度進行跨文化反思之相關覺醒活動，忽略了跨文化互動本身的流動性及引導學生發展跨文化溝通技巧與策略的機會。依據結果，本研究對英語教育政策和（跨）文化教育師資培訓課程之規劃提出建議。

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