在EFL英語會話課教室中，文化是扮演聯結或障礙?-以一所科大的跨文化適應為例

Culture: A Connection or a Barrier in the EFL Classroom?- A Case of Cross - cultural Adjustment in a University of Technology

范明麗(Ming-Li Fan)

指導教授 ： 林進瑛

朝陽科技大學/人文暨社會學院/應用外語系/碩士(2013年)

摘要

英語教學在研究外籍教師與亞洲學生的學術文化差異已有多年歷史。本研究在探討以英語主修的台灣學生對於由外籍教師教授的英語會話課有何期望與偏好，並檢視在整個研究過程中，學生與老師間如何調適、適應彼此的文化差距。本研究受試者共二十六名，主要由英語為主修的朝陽科技大學二年級學生構成。而老師則是一名澳洲籍的英語男老師來教授每週兩小時的英文會話課程。研究採用問卷、訪談，兩項工具來採計研究結果。前測問卷發放於學期初，問卷內容包括學生對外籍教師的英語會話課有何期望及偏好。爾後，期末問卷發放於一學年後，用以檢測外籍教師實際的上課內容、方法是否符合學生的期望與偏好。以統計理論來分析研究數據，成對樣本T檢定來偵測學習期望和偏好的前、後差異。本研究結果為外籍教師實際的上課內容、方法與學生的學習期望、偏好並無顯著不同。此外，外籍教師在授課期間，時常分享文化相關議題。外籍教師也感受到學生們的學習表現深受集體主義文化的影響。課程結束後，學生認為英文能力有增加，而且更有信心說英文。

關鍵字

學術文化 ； 文化學習 ； 學習期望 ； 跨文化學習 ； 學習偏好

並列摘要

ELT research has focused on the academic cultural barrier between Asian students and their native English - speaking teachers (NESTs) for decades. This study explores the learning expectations and preferences of Taiwanese English major students regarding their NEST’s teaching contents and approaches. Furthermore, the study examines how Taiwanese students and their NEST adapt to the academic culture gap between them in English - speaking courses. Twenty - six Taiwanese English majors and their Australian teacher in an English - speaking course at a University of Technology in central Taiwan were selected to participate in this study. Both quantitative (questionnaires for students) and qualitative (in - depth interviews for the teacher, and focus group interviews for five students) methods were employed in this study. A pre - questionnaire was administered to the students at the beginning of the class. All the questions focused on the students’ expectations and preferences regarding the NEST’s teaching content and approach. At the end of the semester, a post - questionnaire was used in order to examine the actual teaching content and approach implemented by the NEST in the class. The results were analyzed using a paired - sample t - test. The analysis revealed no significant differences between the teaching content and approach of the NEST and the expectations and preferences of Taiwanese students. Furthermore, during the process of adjustment, the NEST changed his teaching material and often brought culture issues / experiences to students. Taiwanese students’ English proficiency improved and became more confident in speaking English.

並列關鍵字

culture of learning ； cross-culture ； learning preferences ； academic culture ； learning expectations

參考文獻

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