- 學位論文
台灣學生在跨文化同步遠距交流中使用的溝通策略及參與度
Taiwanese Students' Communication Strategy Use and Conversational Engagement in Synchronous Cross-Cultural Communication
摘要
在現今社會中，英語被世界公民廣泛的應用，為了順利了解文化差異及有效地交流意見，學習使用英文變得重要。在溝通時，學生會應用不同的溝通策略去保持對話順暢。 此研究主要探討台灣大學生在同步遠距交流中使用的溝通策略及參與度，在為期八周的跨文化遠距交流計畫中，33位台灣學生需要用英文與日本及韓國大學生進行視訊討論每周的主題，這些同學會在計畫前後完成問卷，為了讓研究更加完整，學生在同步視訊的表現皆有錄製以便分析，除此之外，6位學生也自願接受擔任受訪者分享這個計畫帶給他們的反饋。 結果顯示，參與者較少在此跨文化同步遠距交流表達想法。不常自發性地使用英語表達想法、討論內容的事前準備不夠充分、擔心犯錯及不太熟識這些國際學生會讓台灣學生被認為是較為被動地參與每周視訊交流。然而，台灣學生其實是願意積極參與這次的跨文化同步遠距交流計畫，他們會先聆聽其他人的想法，並在這期間準備要表達的內容；而在表達想法時，溝通策略也會被使用來克服英語溝通時遇到的聽力和口說問題。 針對未來的溝通策略及同步視訊與教學應用中皆有敘述於本研究中。未來的研究可以針對台灣學生在同步視訊合作學習中的參與度及對於英文對話學習議題加以探討。
並列摘要
Nowadays, English is widely used as a medium among people from different countries. It is necessary to learn and use English to successfully understand cultural diversity and effectively exchange ideas with others around the world. To communicate successfully in a foreign language, learners may use a different set of communication strategies (CSs) to maintain conversations. This study investigates the use of CSs and conversational engagement in synchronous computer-mediated communications (SCMC) of Taiwanese university students with Japanese and Korean students. In an eight-week Interactional Interaction for Global Leadership (IIGL) project, 33 Taiwanese university students engaged in synchronous online chat sections with students from Japanese and Korean universities in English. All the Taiwanese students completed a pre- and post-perception questionnaire. To make the present study more complete, their chat sessions in cross-cultural SCMC were videotaped. Also, 6 students volunteered to share their thoughts via in-depth interviews after the IIGL project. Results showed that Taiwanese students are more reluctant in providing verbal contribution in the cross-cultural SCMC. Lacking experiences of spontaneously using the target language, preparing insufficiently before the discussions, fearing of losing face or being unfamiliar with their interactional partners might be the reasons why Taiwanese learners were regarded as passive learners. However, Taiwanese students would still attempt to engage in the cross-cultural SCMC. They would listen to others’ opinions first and prepare their responses in the non-verbal time. When sharing ideas in the classrooms, different communication strategies were utilized to cope with their speaking or listening problems during the cross-cultural SCMC. Pedagogical implications for the use of communication strategies and integration of SCMC and language learning courses are suggested. Future studies like examining Taiwanese students’ actual participation and self-perceived reflection toward English conversations in SCMC collaborative works are also suggested.