Empowering Cultural Literacy through Course Design and Internet Resources

結合網路資源與課程設計以增強文化識讀能力

謝麗雪(Li-Hsueh Hsieh)

《南台人文社會學報》 6期 (2011/11) Pp. 159-193

https://doi.org/10.29841/STUTJHSS.201111.0006

摘要

促進文化識讀能力是近來流行的一個溝通議題。本研究目的為利用課程結合網路與當地資源，讓大學生了解文化識讀能力，例如本土觀光景點、傳統食物，且在介紹的過程中，利用對話設計，模擬與外國觀光客用英語溝通的機會，以獲得最佳的互動學習效果。研究對象為南台灣一所大學選修觀光英語課程的五十二位一年級學生，分成十四個小組，結合在網路上所搜尋到的傳統小吃以及實地介紹景點與食物，一一報告他們所選擇的觀光景點探究結果。學生用影片整合與紀錄語言以及文化的資訊，在課堂中報告完後，必須填寫一份共13題的問卷，問卷的內容關於他們對於此門課課程設計和老師作業要求的態度。本研究收集的資料包括觀光景點與食物的報告、老師想法及學生意見。利用EXCEL統計問卷答案。綜合結果顯示，此門課程及報告作業大受歡迎，因為統計所有參與這次計畫學生所填的答案，達到李克特五等尺度量表平均4.6的分數。此外，受訪老師和學生們表示，與他人合作，以及如何為了成功地完成團體報告，盡全力做有意義的貢獻，這些過程使他們受益良多。本文提供外語教學老師文化識讀能力教學的參考與建議。

關鍵字

大學英語課程 ； 文化識讀能力 ； 網路資源 ； 觀光英語

並列摘要

Cultural literacy is a popular issue that has recently been promoted in the field of cross-cultural communication. The integration of cultural literacy into college curriculum design is of increasing importance for preparing undergraduates to understand their local resources and introducing them to foreign tourists for potential communicative opportunities. This paper aims to demonstrate how cultural literacy can be enhanced among freshmen by assigning them to report on local historic sites and traditional foods, as was done in the Tourism English course at a university in southern Taiwan. Data included a project report, a teacher’s reflection and a student interview. Fifty-two students were divided into 14 groups and were asked to report on their exploration of a historical site and its traditional foods, chosen from a website. They described the food and recorded the integration of language and culture on a PPT. After presenting their reports in class, the students were required to fill out a questionnaire on their attitudes toward the course design and the assignment requirements. The findings revealed high satisfaction (an average of 4.6 out of 5 on the Likert Scale for 13 questions about the class curriculum) among the students who participated in the program. The teacher and students stated that they had benefited from obtaining cultural literacy, that they had cooperated well with each other, and that each student had made significant contributions to the successful completion of the team project. Pedagogical implications associated with cultural literacy in an English as a foreign language (EFL) learning context are summarily presented.

並列關鍵字

College English ； cultural literacy ； Internet resources ； tourism English