高職英文教師之跨文化溝通知能與文化教學認知

Vocational High School English Teachers' Intercultural Communicative Competence and Perception of Culture Teaching

近數十年來，全球化與國際化帶給外語教育新的挑戰，也引發了從著重語言知能進而導向強調跨文化溝通知能的變革。而身為文化媒合者的英語教師乃扮演著培養學生跨文化溝通知能的重要角色。因此，本研究旨在檢視高職英文老師的跨文化溝偷知能及其對文化教學的認知。本研究以197為台灣高職英文老師為樣本，採用問卷調查法。所使用的研究工具乃依據並修訂Fantini（2000）與Secru（2005）的問卷而成。研究結果發現在跨文化溝通知能的四個面向中，高職英文教師們的態度能力最強而知識能力最弱。教師們對文化教學有相當正面的看法；並且，他們的跨文化溝通知能與文化教學的認知有中等程度的相關性。本研究也指出高職英文教師們在跨文化溝通知能與文化教學方面的專業能力發展，有精益求精的必要性。

Over the past few decades, globalization and internationalization has posed new challenges and called for a shift from developing linguistic competence to intercultural communicative competence in foreign language education. As cultural mediators, the EFL teachers play an important role on cultivating EFL learners' intercultural communicative competence in English learning. Therefore, this study aims to investigate English teachers' intercultural communicative competence and perceptions of culture teaching. One hundred and ninety-seven Taiwan vocational high school English teachers participated in the present study. The questionnaire survey, adapted from Fantini (2000) and Secru (2005), was employed to explore English teachers' intercultural communicative competence and perception of culture teaching in EFL secondary school education. Results showed that among four dimensions of intercultural communicative competence, these English teachers revealed the strongest competence in attitude dimension and the weakest in knowledge. Culture teaching in the EFL classroom was regarded favorably, and EFL teachers' perceptions of culture teaching were correlated moderately with their intercultural communicative competence. The findings indicate the needs for cultivating vocational high school English teachers' professional development in aspects of intercultural communicative competence and culture teaching. 近數十年來，全球化與國際化帶給外語教育新的挑戰，也引發了從著重語言知能進而導向強調跨文化溝通知能的變革。而身為文化媒合者的英語教師乃扮演著培養學生跨文化溝通知能的重要角色。因此，本研究旨在檢視高職英文老師的跨文化溝偷知能及其對文化教學的認知。本研究以197為台灣高職英文老師為樣本，採用問卷調查法。所使用的研究工具乃依據並修訂Fantini（2000）與Secru（2005）的問卷而成。研究結果發現在跨文化溝通知能的四個面向中，高職英文教師們的態度能力最強而知識能力最弱。教師們對文化教學有相當正面的看法；並且，他們的跨文化溝通知能與文化教學的認知有中等程度的相關性。本研究也指出高職英文教師們在跨文化溝通知能與文化教學方面的專業能力發展，有精益求精的必要性。