自主學習導入跨文化溝通素養培養課程之初探：以外籍教師之通識課程為例

A Preliminary Study on the Introduction of Active Learning into Intercultural Communicative Literacy Cultivation Courses: An Example of General Education Courses for Foreign Teachers

伊藤佳代(Kayo Ito)

《通識學刊：理念與實務》 9卷2期 (2021/10) Pp. 117-141+143-147

https://doi.org/10.6427/JGECP.202110_9(2).0004

摘要

培養大學生具備跨文化溝通能力（Intercultural communicative literacy, ICL），是大學通識教育核心目標之一。本研究為一位外籍教師以華語教授一門「跨文化溝通研究」通識課程，導入自主學習的教學與實踐設計，藉以創造學生跨文化經驗及自我省思機會，並提升大學生ICL的素養。本研究透過內容主題分析發現：以分組討論、課堂互動遊戲等教學策略導入自主學習的多元教學活動，學生能與外籍教師、外籍學生進行跨文化互動，也產生對過去跨文化經驗及跨文化議題之省思，進而提升學生跨文化溝通素養。除此外，本研究主張因應臺灣的大學國際化在新冠肺炎疫情期間，應妥善運用國內的國際人力資源革新跨文化教學環境的重要性，本研究提出的創新教學設計能作為未來的通識課程培養大學生具備ICL素養的參考。

關鍵字

外籍教師 ； 自主學習 ； 自我省思 ； 跨文化經驗 ； 跨文化溝通素養

並列摘要

Fostering the development of students' intercultural communicative literacy (ICL) is one of the main goals of university general education. Byram (2008) proposes that the key to a successful ICL-themed course lies in facilitating exposure to a cross-cultural environment that promotes students' self-reflection. According to Chao (2009), Taiwanese students are deficient in empathy and cross-cultural sensitivity, and are culturally biased. It was found that their lack of cross-cultural awareness leads to the inability to reflect on culture and the cognitive aspect of cultural knowledge. Moreover, they are deprived of real-life opportunities to develop interactive skills to communicate effectively with foreigners. Chao (2009) proposes that skewed perception induced by mass media limits students' horizons, and inhibits their personal reflection on more global issues, what leads to the formation of prejudice against foreign cultures. With the recent internationalization of Taiwan’s universities, opportunities for Taiwanese students to engage in cross-cultural interactions have vastly increased. Despite this undeniable improvement, the academic institutions are urged to take further measures to intensify cosmopolitan experience of Taiwanese students (Lu et al., 2014) by offering courses focusing on strengthening exposure to multicultural aspects of communication beyond the competence in foreign languages (Chow, 2017; Huang, 2019). Chow (2017) investigated learning experience of Taiwanese students engaged in all-English international programs. She found out that the interactive learning experience of the students, including interaction with foreign students and foreign teachers in and outside the classroom, has enhanced their cultural sensitivity and cross-cultural communication ability. Huang (2019) looked at the impact of international ICL exchange programs of primary school students from Taiwan, Japan, and Singapore, and noticed improvements in multiple domains; students improved their foreign language and nonverbal communicative skills, and applied observation in order to reflect on their interpersonal relationships. These results are in accordance with the recommendations offered by Byram (2008), according to whom the curriculum design of the ICL training should provide opportunities for learners to engage in communication with speakers form different cultural backgrounds, what is deemed to promote self-reflection on and evaluation of desirable adjustments of learners' personal attitude towards learning. This paper introduces a general education course titled ＂Cross-Cultural Communication Studies＂ taught by foreign teachers in Mandarin Chinese. The goal of the course was to combine autonomous learning practices with cross-cultural teaching methodologies deemed to enhance students' self-reflection and to increase their intercultural awareness. The course was designed with active learning in mind. Active learning is an overarching methodological framework which allows students to participate in learning activities, and to reflect on the learning process (Bonwell & Eison, 1991). In this approach, an emphasis is put on not only learners' experience, autonomy, and self-reflection, but also teamwork, communication, and co-operation. Havis (2020) adds that active learning can promote the accumulation of specific knowledge, the development of certain skills, can positively impact the exploration of certain subjects, and can help establish the attitude of sharing. The core of the course constituted six in-class self-learning activities including videos, guessing games, and the use of information and communications technologies (ICT). From the theoretical point of view, the design of the course drew on theories of ICL devised by Byram (1997, 2008), Chen and Starosta (1996, 1998), and Chao (2009, 2017), and adopted the taxonomy of the domains of ICL, that is, 1. Affection and attitude; 2. Cognition and knowledge; 3. Skillsand behavior. Class activity assignments, study sheets, and personal reflection reports of 53 university students from various departments (47 Taiwanese students and 6 foreign students) were collected. The context analysis revealed that the employed teaching methodologies emphasizing independent learning and diversified teaching activities (e.g. group discussions, classroom interactive games) successfully created an engaging cross-cultural setting which stimulated interaction of local students with foreign teachers and foreign students. According to the data collected, the students recognized that there was a language communication barrier when talking with foreign teachers, and tried to adjust their attitude and affection in order to overcome this communication problem. In addition, through cross-cultural interaction with their Japanese counterparts, the Taiwanese students appreciated that their knowledge of Japanese culture was mostly superficial due to the exposure to limited information offered by the mass-media. Interviews with foreigners and members of different ethnic groups were a plane for the students to show empathy, what allowed them to deepen their understanding of a specific ethnic group. The students also came to understand that cultural ignorance directly leads to the formation of ethnic stereotypes permeating the society they are a part of. There were 575 autonomous learning classroom activities linked to cognition and knowledge given, 121 associated with affection and attitude, and 96 related to skills, and behavior. The reason why there were a lot more ICL activities from the domain of cognition and knowledge assigned than from any other domain is the conviction of the author that input-based knowledge learning is mostly done through various media, such as discussion and reading. This appears to be supported by feedback offered by the students who commonly used the expression ＂I learned... ＂, what would indicate that the students were acquiring knowledge consciously. The author was aware that this numerical imbalance was somewhat exceptional compared with other ICL projects. Therefore, she made necessary efforts to mitigate seemingly disproportional attention paid to cognition through the design of the course that was divided into two parts: the theoretical and practical. In the first part of the semester, five activities related to knowledge input were administered. The second part of the semester was dedicated to the sixth activity concerned with practical application of the theoretical content through communicative activities involving interaction with foreigners. Thus, the carefully selected content of the activities administered was hoped to even out the ratio between the internalization of knowledge and reflection upon it and the externalization of behavioral representation. The author dares to propose that pairing activities focusing on knowledge and cognitive input with activities that emphasize skills and behavior output constitutes a comprehensive instructional method deemed to hone students' ICL. Currently, ICL-themed courses in university general education in Taiwan are still a minority, and the numbers of foreign students selecting them remain very low. These factors should be taken into account by teachers, local and foreign, who wish to devise and offer courses aiming at cultivating cross-cultural learning experience in the classroom. This project, designed as a needed response to the internationalization of Taiwan's universities during the post-COVID-19 pandemic period, offers empirical evidence testifying to strengths of the innovative teaching methodologies focusing on ICL in all three aspects of ICL literacy. It is also hoped to encourage domestic educators to incorporate these pedagogies in general education curricula in the future.

並列關鍵字

intercultural communicative competence ； intercultural experiences ； reflexivity ； active learning ； foreign teachers

參考文獻

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