- 學位論文
高等教育境外生跨文化溝通能力培育的探究
Exploration on Cultivation with Cross-cultural, Transcultural, Intracultural, or Intercultural Communication Competence to Overseas Students in Higher Education
摘要
不同文化中正確反應的溝通能力，應根據文化對象進行區分。本研究確立文化對象的區分條件是母語、標的語、官方語，這些條件也因地區、種族、社會身分認同而有所不同。據其文化跨度，約略為跨文化外、跨文化內、跨文化間而分的對象。因此，高等教育境外生於不同跨文化溝通能力培育之考量下，本研究目的旨為：了解賦能的內涵和蘊義，論述培育國際移動力的目的和價值，並建議提升培育的政策方向。英語文為教學媒介政策推動模式與境外生培育方向的相悖實情下，焦點團體座談法和深度訪談法的參與者，都表明培育境外生分明的溝通能力之重要性，並認同文化活動多樣性的擴展，有助於不同文化對象彼此理解。結果表明，賦能是互惠的，不同文化溝通能力習得對教師和學生都適用。透過語用失誤和整合式課程遊戲的結論，其意涵顯明如何構建不同文化對象之間的溝通能力培育，政策制定者必須以正確政策，支持培育成功的不同文化說話者，並促進在地高等教育國際化發展的可為建議。
並列摘要
The communication competence for correct responses within the different cultures should be differentiated in light of cultural objects. The distinguishing conditions for establishing cultural objects in this study are mother tongue, target language, and official language. These conditions also enormously vary in region, ethnicity, and social identity. Depending on the span of cultures, it is approximately divided into cross-cultural / transcultural, intracultural, and intercultural objects. Thus, consideration being for cultivation of the communication competence in different cultures to higher education overseas students, aims of this study were to understand the connotation and implication of empowerment, to discourse on the purpose and value of cultivating international mobility, and to suggest policy directions for improving the cultivation. The policy promotion model in “English medium of instruction” contrary to orientation for overseas student cultivation, in fact, participants in both focus group discussion (FGD) and in-depth interviews declared the significance of developing communication competence for overseas students, and recognized that expansion into the diversity of cultural activities will help different cultural objects to understand each other. Results indicated that empowerment was reciprocal and that diverse cultural communication competence acquisitions were applicable to both teachers and students. Through pragmatic failures and integrated curriculum games, conclusions with implications show how to construct the cultivation of communication skills between different cultural objects. Besides, policy makers have a must with correct policies and available suggestions to back up the cultivation of successful diverse cultural speakers, and to promote the internationalized development of local higher education.