近年來，全球化促使跨文化教育在以英語為外語(EFL)之領域受到愈來愈多關注。由於英語教師被期望適切且有效地扮演文化促進者(Luk, 2012)，他們在英語教學中融入跨文化溝通力(ICC)的信念和教學實踐值得探討。本研究旨在探究85位台灣職前英語教師的跨文化溝通力及看法，資料蒐集方式主要透過改編自趙子嘉(2015)之英語教師ICC自評量表及個別訪談。
研究結果顯示大部分職前英語教師對於跨文化溝通持正向態度，且在認知與技能方面自評為有能力的跨文化溝通者，他們的ICC發展與Byram (1997) 所提出的跨文化溝通者(intercultural speaker)許多特徵一致。對於英語教學中ICC角色的看法，職前英語教師普遍認同現今將文化融入英語教學是重要甚至是必要的，而英語多樣性、融入在地及世界文化亦受到肯定。然而，將文化融入EFL課堂有其困難及挑戰，像是回沖效應(washback effect)、緊湊的學校進度及對於某些文化的不熟悉。最後，本研究亦針對英語師資培訓、決策者及教材規劃者等面向，提出發展職前英語教師跨文化溝通力與教學之相關建議。

In recent years, intercultural education has received increasing attention in the fields of English as a Foreign Language (EFL) due to globalization. Since English teachers are expected to appropriately and effectively act as culture facilitators (Luk, 2012), their beliefs and instructional practices of the integration of intercultural communicative competence (ICC) into English language teaching (ELT) are worth exploring. The present study aims to probe into 85 Taiwanese pre-service English teachers’ ICC and their perceptions through an adapted version of Chao’s (2015) Self-Assessment Inventory of ICC in ELT for EFL Teachers and individual interviews.
The findings show that most pre-service English teachers held positive attitude toward intercultural communication and self-assessed themselves as competent intercultural communicators in both cognitive and behavioral dimensions. Their ICC development concurred with many of the characteristics of the “intercultural speaker” (Byram, 1997). Regarding their perspectives on the role of ICC in ELT, there was a general consensus that integrating culture into English teaching is crucial and even necessary nowadays. The importance of the English variety was also highly acknowledged, so was incorporating both domestic and world cultures. However, difficulties and challenges in incorporating culture into EFL classrooms were also articulated, including washback effect, compact school schedule, and unfamiliarity with certain cultures. Finally, suggestions for English teacher training programs, policy makers, and material designers are provided as well.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS IV
CHINESE ABSTRACT XIII
ABSTRACT XV
CHAPTER ONE: INTRODUCTION 1
Background and Motivation of the Study 1
Purpose of the Study 3
Significance of the Study 4
CHAPTER TWO: LITERATURE REVIEW 5
Introduction 5
Conceptualizing Intercultural Communicative Competence (ICC) 5
Byram (1997) — Model of Intercultural Communicative Competence 6
Fantini (2000) — ICC Model 8
Chao (2015) — A Self-Assessment Inventory of ICC in ELT for EFL teachers 10
Studies on Language Teachers’ Perceptions and Practices of Intercultural Education in ELT 11
CHAPTER THREE: METHODOLOGY 17
Introduction 17
Research Design 17
Context & Participants 17
The Pilot Study 19
Instruments 19
Questionnaire 19
Individual semi-structured interviews 25
Procedure 26
Data Analysis 27
CHAPTER FOUR: RESULTS 29
Introduction 29
Self-rated Degrees of ICC 29
Affective orientation to intercultural communication 29
Capabilities for intercultural communication 33
Perceptions of the Role of ICC and Its Integration into EFL Teaching 43
Goals in ELT 45
Integrating culture into ELT 47
Language and cultural model in ELT 49
Intercultural strategies in ELT 51
The place of nonnative EFL teachers in ELT 53
CHAPTER FIVE: DISCUSSION 55
Introduction 55
Self-rated Degrees of ICC 55
Perceptions of the Role of ICC and Its Integration into EFL Teaching 59
CHAPTER SIX: CONCLUSION 65
Summary of the Research Findings 65
Limitations and Suggestions for Future Research 66
Pedagogical Implication 67
REFERENCES 71
APPENDIX A: A SELF-ASSESSMENT INVENTORY OF ICC FOR EFL PRE-SERVICE TEACHERS (ICC-EFL-PST) 77
APPENDIX B: INDIVIDUAL SEMI-STRUCTURED INTERVIEW PROTOCOL 81

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