跨文化溝通教材設計研究-以拒絕和請求言語行為為主題

身處地球村的時代，語言學習者若缺乏和不同文化背景者溝通之能力，言談過程中的誤解與衝突恐將隨之而來。部分華語教材分析雖觸及跨文化溝通的概念，但目前仍缺乏教材編寫之相關研究。因此，本文以華語拒絕和請求言語行為為主題，探究跨文化溝通教材的編寫原則，並據以設計教材範例。研究中透過深度訪談探知華語教師及學習者的教學與學習需求，同時參考前人對教材編寫及言語行為之研究成果，歸納教材設計原則。本研究結果顯示，跨文化溝通教材應具備真實性、適當性、多樣性與開放性四項要素。對話語料需符合現實情境且合乎語法，內容具體呈現拒絕和請求言語行為的形式特徵，尤其需體現差序格局之社會結構對語言使用的影響，而相關策略模式及文化意涵則需於短文中敘明。課後練習中同時設計觀察、訪問、討論等體驗式、互動式的文化對比活動，以多元化的任務引導學習者既反思母語文化，又學習目標語文化，在此過程中培養跨文化溝通之意識及能力。此外，教材提供的任務活動亦需以學習者為中心，賦予其自行規劃的權力，有利於學習者從認知層面進行跨文化交流與討論。本研究依據上述原則編寫教材範本，提供華語教材發展之參考。

關鍵字

跨文化溝通；教材設計；拒絕；請求；言語行為

並列摘要

In the age of the global village, if language learners lack the ability to communicate with those from different cultural backgrounds, misunderstandings and conflicts will subsequently occur during the course of conversation. A portion of analysis of Chinese language teaching material touches upon the idea of intercultural communication, but at present time there is still a lack of dedicated research into the design of such materials. Therefore, my research delves into the principles of designing such intercultural communication-focused materials through a focus on refusal and request speech acts in Chinese, as well as the planning and design of sample materials based on my research. Through the course of my research, I have ascertained the educational needs of Chinese language instructors and learners alike by conducting in-depth interviews with them. At the same time, I reference the results of previous research on the writing of teaching materials and language to sum up the principles behind the planning and design of teaching materials. The results of my research indicate that intercultural communication-focused teaching materials should have four essential ingredients: they are true to life, the use of appropriate forms, incorporate various activities, and are open-ended to allow for the expression of the learner’s own opinions. The corpus of dialogue needs to conform to real-life situations as well as accord with grammar. Furthermore, the content needs to concretely demonstrate the form and characteristics of refusal and request speech acts, and in particular, needs to embody the effect a hierarchical social structure has upon language use. Alongside the content, a short explanation of strategic modes of language use and their cultural implications should also be included. The practice activities of the teaching materials should include observations, interviews, and discussions. These type of experiential and interactive cultural comparison activities can guide learners to reflect upon their own native tongue and culture while studying the target language and culture. In the process, learners can cultivate an awareness of and skill with intercultural communication. In addition, the tasks and activities provided by the teaching materials also need to place the student at the center, to give him the power to plan his own activities and tasks to accomplish. Such tasks and activities are advantageous for the learner to understand on an intellectual level how to conduct intercultural interactions and discussions. My research relies upon the aforementioned principles to provide a template for design course materials; the result will provide a reference for the development of Chinese language teaching materials.