發展跨文化溝通能力：以亞洲英語教學經驗為例

Developing Intercultural Communicative Competence: An Asian EFL Classroom Experience

本研究著眼於國立台灣師範大學英語系使用的兩種英語會話教學課程經驗。主要係將行動學習使用於具支持性的學習者中心教室以及真實世界的跨文化溝通經驗，不同於傳統會話課教學方式，而是讓學習者有機會從教室中及亞洲人的社區環境裡練習並獲得相關跨文化的會話技巧與能力。本研究研究方法係個案分析，同時蒐集學習者的回饋、教室觀察及情境回憶問卷作為分析用資料；研究結果顯示學習者提高了人際文化動力，亦提高了與不同文化背景對話者人際互動。此外，學習者在教室及其社區環境裡進行跨文化對話時能感受即時回饋，作者認為類似的分析可續應用。本研究可於教學實習中發展，激勵學習者更接近成為有效英語溝通者及培養跨文化能力的目標。

This study looks at the academic experiences of two different EFL conversation classes at the National Taiwan Normal University’s Department of English. The participatory-action learning paradigm was employed toward supporting learner-centered classroom and “real world” intercultural communicative experiences. This shift away from traditional conversation classroom teaching methodologies for conversation training allowed learners opportunities to practice and gain relevant intercultural conversational skills and competencies within their classroom and an Asian community environment. The research employed a case study approach using learner-reflection feedback， classroom observations， and situational recall questionnaires as methods of data collection. Findings indicate learners’ heightened sensitivity regarding the interpersonal cultural dynamics and interactions that can happen when engaging in conversations with speakers from other cultures. Additionally， learners experienced “instant feedback” for their efforts， when engaging in intercultural conversations within the classroom and their community environment. It can be argued that similar analyses can be applied. This can lead to the development of teaching practices， which engage learners closer to achieving their goal to become effective communicators in English and interculturally competent.