素養導向的英語教學對英語學習者的跨文化能力之效益研究

The Effect of Competency-based Language Teaching on EFL Learners’ Intercultural Competence

駱貞全(Lo Chen-Chuan)

指導教授 ： 劉宇挺

國立臺灣師範大學/文學院/英語學系/碩士(2021年)

https://doi.org/10.6345/NTNU202100732

摘要

在全球化的趨勢下，跨文化溝通在日常生活中變得必要且普及。學習者除了需要精通不同語言之外，也必須具備跨文化能力，才能夠與來自其他文化的人順暢交流。過去有不少研究是關於使用不同教學法來提升英語為外語學習者的跨文化能力，或是他們對跨文化能力的自我認知。然而，尚未有研究運用素養導向的英語教學法來培養學習者的跨文化能力。有鑑於素養導向的英語教學法擁有許多其他教學法所沒有的優點，本研究旨在探究此一教學法是否有助於學習者發展他們的跨文化能力。
來自北台灣一所高中的64名英語為外語學習者參加了本次實驗。這些受試者被隨機分配到實驗組和控制組。研究人員設計並實施了十堂素養導向的跨文化課程作為實驗處理。本實驗採用趙子嘉（2014）設計的跨文化能力量表作為受試者的自評工具，而這份量表包含了五個跨文化能力的要素：跨文化知識、跨文化情意（正向的跨文化態度）、跨文化自我效能感（對跨文化技巧的自信心）、跨文化行為，以及跨文化知覺（意識）。兩組的受試者皆於前後測填寫同一份問卷，以測量他們自我匯報跨文化能力的差異。
獨立樣本t檢定的結果顯示，除了跨文化態度之外，素養導向的跨文化課程顯著地改善了實驗組對其他跨文化要素的自我認知。此外，相關測驗也指出，跨文化知識、跨文化態度和跨文化技巧分別與其他跨文化要素具有最多的顯著正相關。因此，教師若能大量提供學習者跨文化互動的機會，將有助於大幅提升他們的跨文化態度。另一方面，教師在進行跨文化教學時，可以從跨文化知識、跨文化態度和跨文化技巧這三個要素開始著手，好讓學習者能更有效率的發展他們的跨文化能力。

關鍵字

英語為外語學習者 ； 素養導向的英語教學法 ； 跨文化能力

並列摘要

Increasing globalization has made intercultural communication necessary and ubiquitous in everyday life. Besides possessing a high language proficiency, learners also need to develop intercultural competence (IC) to successfully communicate with people from other cultures. Previous studies have explored the use of different teaching approaches to enhance English as a foreign language (EFL) learners’ IC or their self-perceptions of IC. Nonetheless, no study has incorporated a competency-based language teaching (CBLT) approach to foster learners’ IC. Acknowledging the many advantages of CBLT exclusive from other approaches, the present study aimed to investigate whether CBLT can help learners develop their IC.
A total of 64 EFL learners from a high school in northern Taiwan participated in the present study. The participants were randomly assigned to the experimental group and control group. Ten competency-based intercultural lessons were designed and implemented as the treatment for the experimental group. Chao’s (2014) IC scale was adopted as the participants’ self-assessment tool, in which it contains five IC factors— intercultural knowledge, intercultural affection (the positive attitude toward different cultures), intercultural self-efficacy (a person’s confidence in their own skills), intercultural behavior, and intercultural consciousness (awareness). Both the experimental group and control group filled out an IC questionnaire in the pretest and posttest to measure the differences in their self-report of IC.
The results from the independent t-test revealed that the competency-based intercultural lessons significantly improved the experimental groups’ self-perceptions of all IC factors, except their intercultural attitude. In addition, a correlation test indicated that intercultural knowledge, intercultural attitude, and intercultural skills had the most correlations with other IC factors. The findings suggested that providing more opportunities for interaction with people from other cultures can remarkably improve learners’ intercultural attitude. Furthermore, equipping learners with intercultural knowledge, intercultural attitude, and intercultural skills at the beginning of their IC teaching is recommended for language instructors so that learners can develop their overall IC more efficiently.

並列關鍵字

English as a foreign language (EFL) learners ； competency-based language teaching (CBLT) ； intercultural competence (IC)

參考文獻

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