跨文化溝通教學：以英中翻譯課程為例

身處在多元文化的現今社會，每個人在日常生活中都有許多機會，面臨到不同的溝通語境，以及和自身文化背景相異的人溝通。為了避免人際間不必要的衝突，並且能達到預期的溝通效果，現代人具備跨文化溝通能力便顯得格外重要。跨文化溝通能力包含三項要素：知識、動機和技巧。跨文化傳播教育旨在提升學習者的跨文化溝通能力，而不同跨文化溝通教學課程，其焦點及教材內容也不盡相同。本教學研究以德國功能學派翻譯理論為教學理論基礎，溝通式翻譯教學為教學方法，討論如何循序漸進增進學習者之跨文化溝通能力。本研究執行場域為台灣北部某知名私立大學英文系四年級學生，兩個班級共計三十七人。本研究可能為台灣首篇實徵研究(empirical study)論文，以翻譯教學提升學習者之跨文化溝通能力。本教學一開始側重提升學習者文化意識，透過翻譯語域及文本類型概念，從各式文本中覺察語言及非語言的變化，奠基學習者跨文化溝通語境知識及技巧；其後，教學內容放入翻譯目的論及文本分析，除了延續培養文化意識之外，更藉由不同的翻譯練習、討論影響跨文化溝通過程的各式變因，例如對象、目的、場域、時間以及傳播媒介等，增進學習者跨文化敏感度；除了教學內容之外，本研究執行溝通式翻譯教學法，旨在提供各式擬真的跨文化溝通語境，除了能有效提升學習動機，同時在過程中與同儕及師生互動，並且透過不同的翻譯任務練習，達到跨文化溝通的學習目標。本研究從多元管道蒐集研究資料，其中包含學生翻譯作品、期末訪談、課堂紀錄、教師手札紀錄及文獻引述的方式，以溝通民族誌作為研究取徑，觀察學習者跨文化溝通能力變化。本研究民族誌共分為兩個部分，首先是從教師觀點出發，說明翻譯教學如何逐步融合於跨文化溝通教學，同時也記錄翻譯教學如何提升學生之跨文化溝通能力；再者，從學習者角度來看本教學課程如何增進跨文化溝通能力、學習過程的各式困難以及對於未來教學上的建議。本研究最後討論此課程未來可改善之處，包括了增加影片字幕翻譯的教學比例，以及課堂可多些比重強調傳播媒介的討論；除此之外，本研究最後也延伸討論語內翻譯提升跨文化溝通能力的可能性，以及建議翻譯與跨文化溝通教學課程，應置放在博雅教育相關學程或計畫當中，讓一般大專院校學生能藉由這樣的跨學科整合課程，提升其跨文化溝通能力。

關鍵字

跨文化溝通能力；翻譯教學；德國功能學派翻譯理論；溝通民族誌；博雅教育

並列摘要

In a modern society characterized by diverse cultures, everyone has the opportunity to encounter different communicative contexts and people from different cultural backgrounds. To prevent interpersonal conflicts and reach expected communicative effects in a particular situation, it has become critical for people nowadays to enhance their intercultural communication competence (ICC), which includes three key elements: knowledge, motivation, and skills. To improve learners’ ICC, intercultural communication courses have been introduced with different focuses and teaching materials. In the present study, an undergraduate translation course was chosen with functionalism as the theoretical basis. Communicative translation teaching as a teaching method was implemented in two classes of a total 37 English majors in a private university in northern Taiwan. The present study is the first empirical study that adopted the translation approach in an intercultural communication course in Taiwan. The course primarily aimed to raise learners’ cultural awareness by introducing the concepts of translation register and text typology through translation drills. Learners observed the changes of verbal and non-verbal symbols from different translation contexts as a way to build the foundation for intercultural communication knowledge and skills. In the follow-up courses, the teaching focused on developing learners’ intercultural sensitivity by introducing the Skopos Theory and text analysis with a variety of translation practices and in-class discussions on intercultural communication variables, such as people, aims, scenarios, times, and media. Communicative translation teaching was also implemented in the course to provide simulated intercultural communication contexts that included in-class peer discussions, teacher-student interaction, and different translation missions with an aim to improving learners’ ICC. Multiple sources of research data, such as students’ translation assignments, final interviews, in-class records, lecturer’s in-class notes, and philology were gathered and used as ethnographic writing materials to reflect changes in learners’ ICC in the present study. The ethnography of communication in the study was divided into two parts: the lecturer’s perspectives and the learners’ viewpoints. The first part of the ethnography, from the lecturers’ perspectives, shed light on how translation teaching was incorporated into an intercultural communication course and improved learners’ ICC. The second part of the ethnography revealed learners’ viewpoints on how the course helped improve their ICC, the challenges they encountered during their learning, and suggestions for future course design. The present study concluded with three issues for discussion. The first topic for discussion focused on how the course could be improved for future teaching, for example by including more hours of subtitling translation practice and in-class discussions on the characteristics of communication media. The second discussion offered the suggestion that intralingual translation teaching also serve as a pedagogical approach to enhance learners’ ICC. The final discussion explained that the present study, which experimented with an integrated intercultural communication course, could be placed in liberal arts education curriculum at the undergraduate level to enhance students’ ICC.