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|Other Titles:||Intercultural Issues in Foreign Language Education|
communication difficulties;communication skills;intercultural competence
|Issue Date:||2016-09-10 13:56:02 (UTC+8)|
Although French majors in Taiwan have their four-year language training in French literature program, they still experience frequent uneasiness and the shortage of conversation topics or proper responses when interacting with native French speakers. These college graduates often complain about the relevant problem, includ-ing insufficient vocabulary and inter-cultural knowledge. These factors often cause the breakdown of the conversation flow between native and nonnative French speak-ers. The results of a consecutive survey and longitudinal interviews of college graduated in the past three years have shown that the French majors in Taiwan face the same difficulties conversing in French due to the lack of communication skills in both workplace and everyday life. The author attempts to investigate these problems: possibly resulting from low cultural and linguistic competencies or the transitional discomfort for a new job. Most importantly, this research reports some critical factors determining learners’ performance on communication skills, such as adaptation in the workplace, language barrier, and other variables. In fact, both the French majors di-rectly entering job market and the graduates studying in France all have encountered these problems. The self-doubts and self-consciousness usually impede social interac-tion in both workplace and daily life. This research emphasizes on the significance of “intercultural competence”. To be more specific, the author suggests a deeper understanding on how to help learners improve their communication skills in addition to language proficiency and business knowledge. This is critical for successful French learning. Intercultural competence is considered the key for learners while communicating with others in second or foreign language. It can be reinforced through indigenous and target culture reflection, guided discussion, and self monitoring. Consequently, learners’ confidence and communica-tive competence can be promoted.
|Relation:||外國語文研究, 6, 23-38|
Foreign language studies
|Appears in Collections:||[外國語文研究 ] 期刊論文|
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