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題名 透過文化專題提升英語為外語學習者的跨文化能力：臺灣國小學童之個案研究
Developing EFL Learners` Intercultural Competence through a Cultural Project : A case Study on Elementary Students in Taiwan
作者 蘇稚雅
Su, Chih-Ya
貢獻者 許麗媛
Hsu ,Li-Yuan
蘇稚雅
Su, Chih-Ya
關鍵詞 文化專題課程
跨文化能力
外語學習者
兒童學習者
Cultural project
Intercultural competence
EFL
Young learners
日期 2020
上傳時間 1-Dec-2020 15:02:46 (UTC+8)
摘要 本研究旨在探討台灣國小中年級學生在參與文化專題課程後之跨文化能力發展狀況並且紀錄學生對參與此課程之看法。本研究為質性研究，研究對象為台灣南部某國小四年級二十二位學生，研究資料來源主要是學生課程學習單與團體訪談。文化專題課程為本研究課程設計之架構，並結合Byram(1997)跨文化溝通能力指標，藉以用來分析及辨識學生跨文化溝通能力，研究資料為課室學習單、團體訪談。
研究結果歸納如下:在學生的跨文化能力方面，首先，以Byram(1997)的跨文化溝通指標五面向中，學生對目標文化知識理解層面，態度以及對兩方文化的詮釋和連結這三層面提昇最為顯著。再者學生皆對運用文化專題方式來學習目標國文化有正向看法，其次中年級學生給予文化專題課程正面的評價並且對他國文化產生好奇心。最後雖然學生對文化專題課程保持正向態度但卻面臨一些挑戰例如最主要是他們的英文能力有限。
本研究希望透過教學現場實施狀況提供未來想透過實施文化專題課程來教授文化課程的教師團隊一個參考課程架構。
This case study investigated the development of Taiwanese fourth graders’ intercultural competence through a cultural project. Besides, students’ perceptions of their learning from the project were also examined. Grounded in qualitative inquiry, the participants were twenty-two fourth grade students. Data were collected from two primary sources: students’ worksheets and group interviews. In this research, Byram’s (1997) ICC model was used as the framework to analyze students’ intercultural competence.
The major findings were listed as follows. First, regarding the five domains of intercultural competence in Byram’s model, the result showed that after participating in the cultural project in class, students developed their intercultural competence mainly in three domains: knowledge, attitude and skills of interpreting and relating. Second, students showed positive feedback about their learning experience from the cultural project. It was found that the cultural project arose students’ curiosity towards the other culture as well as increased their awareness of their own Taiwanese culture. Furthermore, although students held positive attitude towards the project, they also experienced some challenges mainly about their own lack of English ability. It is believed that the findings of this study can provide insights to teachers and researchers who are interested in integrating cultural project into EFL classrooms.
參考文獻 Abrams, Z. I. (2002). Surfing to cross‐cultural awareness: Using internet‐mediated projects to explore cultural stereotypes. Foreign Language Annals, 35(2), 141-160.
Abrams, Z. I., Byrd, D. R., Boovy, B., & Möhring, A. (2006). Culture portfolios revisited: Feedback from students and instructors. Die Unterrichtspraxis/ Teaching German, 80-90.
Activity Village.co.uk (2018). My country study. Retrieved on 8/19, 2018 from https://www.activityvillage.co.uk/country-study-printables
Allen, L. Q. (2004). Implementing a culture portfolio project within a constructivist paradigm. Foreign Language Annals, 37(2), 232–239.
Bennett, J. M. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Educational for the intercultural experience (2nd ed., pp.21–71).Yarmouth, ME: Intercultural Press.
Bennett, J. M., Bennett, M. J., & Allen, W. (2003). Developing intercultural competence in the language classroom. Culture as the core: Perspectives on culture in second language learning, 237–270.
Barrett, H. (2005). White paper: Researching electronic portfolios and learner engagement. Retrieved June, 23, 2006.
Barrett, M. D., Huber, J., & Reynolds, C. (2014). Developing intercultural competence through education. Strasbourg: Council of Europe Publishing.
Barrett, M. (2018). How schools can promote the intercultural competence of young people. European Psychologist, 23(1), 93–104. doi:10.1027/1016-9040/a000308.
Brown, A. (2018) What is culture? Retrieved on 8/19, 2018 from https://www.education.com/lesson-plan/what-is-culture/
Byram, M. (1989). Cultural studies in foreign language education. Clevedon； Multilingual Matters.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
Byram, M., Nichols, A., & Stevens, D. (Eds.). (2001). Developing intercultural competence in practice. Clevedon: Multilingual Matters.
Brown, H. D., & Abeywickrama, P. (2004). Language assessment: Principles and Classroom Practices. White Plains, NY: Pearson Education.
Byrd, D.R., & Wall, A. (2009). Long-term portfolio projects to teach and assess culture learning in the secondary Spanish classroom: Shifting the area of expertise. Hispania, 92(4), 774–777.
Chen, J. J., & Yang, S. C. (2014). Fostering foreign language learning through technology-enhanced intercultural projects. Language Learning & Technology, 18(1), 57–75.
Chiang, H. H. (2009). Integrating culture teaching as a component of English Language instruction in elementary schools of Taipei County. (Unpublished master’s thesis). National Cheng-Chi University.
Chang, L. Y. (2010). Developing Intercultural Communicative Competence through Weblogs: The Case of three elementary school student. (Unpublished master’s thesis). National Cheng-Chi University.
Chun, D. M. (2011). Developing intercultural communicative competence through online exchanges. CALICO Journal, 28(2), 392–419.
Deardorff, D. K. (Ed.). (2009). The SAGE handbook of intercultural competence. Thousand Oaks, CA: Sage.
Deardorff, D. K. (2011). Intercultural competence in foreign language classrooms: A framework and implications for educators. In Witte & Harden’s Intercultural Competence: concepts, challenges, evaluations, ISFLL,10,37–54.
Deardorff, D. K. (2011). Assessing intercultural competence. New Directions for Institutional Research, 2011(149), 65-79. doi:10.1002/ir.381
DeCapua, A., & Wintergerst, A. C. (2016). Crossing cultures in the language classroom. Ann Anbor: University of Michigan Press.
Elola, I., & Oskoz, A. (2008). Blogging: Fostering intercultural competence development in foreign language and study abroad contexts. Foreign Language Annals, 41(3), 454–477.
Feng, J. B. (2016). Improving intercultural competence in the classroom: A reflective development model. Journal of Teaching in International Business, 27(1), 4–22. doi:10.1080/08975930.2016.1172540
Feng, Y. F. (2015). The Teaching of Holiday Culture on Culture Knowledge and English Learning Interest of EFL Elementary School Students. (Unpublished master`s thesis) National Taipei University of Education
Frey, J. H., & Fontana, A. (1991). The group interview in social research. The Social Science Journal, 28(2),175-187.
Freiermuth, M. R., & Huang, H. C. (2012). Bringing Japan and Taiwan closer electronically: A look at an intercultural online synchronic chat task and its effect on motivation. Language Teaching Research, 16(1), 61-88.
Gudykunst, W.B. (1993). Toward a theory of effective interpersonal and intergroup communication: An anxiety/uncertainty management (AUM) perspective. R. L. Wiseman, and J. Koester (Eds.), 33–71. Newbury Park, CA: Sage.
Golub, A. Š. (2014). Effects of German language teacher professional development on pupils’ learning outcomes in intercultural competence. Center for Educational Policy Studies Journal, 4(4), 75–98.
Grogan, M., Donaldson, J., & Simmons, J. (2007). Disrupting the status quo: The action research dissertation as a transformative strategy. Retrieved from the Connexions Web site: http://cnx.org/content/m14529/1.2/
Hammer, M. R., & Bennett, M. J. (1998). The intercultural development inventory (IDI) manual. Intercultural Communication Institute.
Hsu, L. Y. (2016). Fostering students` intercultural competence in an EFL classroom: A case study of students` perceptions on digital storytelling. Foreign Language Studies, No.24, pp.27-61
Huang, S.W. (2014). Developing EFL students’ intercultural competence through cross-cultural service-learning experiences. (Unpublished master’s thesis). National Kaohsiung University of Applied Science.
Ju, C. Y. (2006). A study on motivating JHS English low achievers through cultural learning. (Unpublished master’s thesis) National Cheng-Chi University.
Kramsch, C. (1991). Culture in language learning: A view from the United States. Foreign language research in cross-cultural perspective, 217–240.
Kramsch, C. (1993). Language study as border study: Experiencing difference. European Journal of Education, 28(3), 349–358.
Lantz-Deaton, C. (2017). Internationalization and the development of students’ intercultural competence. Teaching in Higher Education, 22(5), 532–550.
Liaw, M. L. (2006). E-learning and the development of intercultural competence. Language Learning & Technology, 10(3), 49–64.
Lee, L. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning & Technology, 15(3), 87–109.
Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five approaches. Health promotion practice, 16(4), 473–475.
Myles, F., & Mitchell, R. (2004). Second language learning theories (2nd ed). London:Arnold.
Moya, S. S., & O’Malley, J. M. (1994). A portfolio assessment model for ESL. The Journal of Educational Issues of Language Minority Students, 13(1), 13-36.
Nam, K. A. (2011). Intercultural development in the short-term study abroad context: A comparative case study analysis of global seminars in Asia (Thailand and Laos) and in Europe (Netherlands). (Unpublished doctoral dissertation) University of Minnesota, Minneapolis, MN.
National Standards in Foreign Language Project (1999). Standards for foreign language learning in the 21st century. Yonkers, NY: National Standards in Foreign Language Project.
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描述 碩士
國立政治大學
英語教學碩士在職專班
102951008
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102951008
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu ,Li-Yuanen_US
dc.contributor.author (Authors) 蘇稚雅zh_TW
dc.contributor.author (Authors) Su, Chih-Yaen_US
dc.creator (作者) 蘇稚雅zh_TW
dc.creator (作者) Su, Chih-Yaen_US
dc.date (日期) 2020en_US
dc.date.accessioned 1-Dec-2020 15:02:46 (UTC+8)-
dc.date.available 1-Dec-2020 15:02:46 (UTC+8)-
dc.date.issued (上傳時間) 1-Dec-2020 15:02:46 (UTC+8)-
dc.identifier (Other Identifiers) G0102951008en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/132900-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 102951008zh_TW
dc.description.abstract (摘要) 本研究旨在探討台灣國小中年級學生在參與文化專題課程後之跨文化能力發展狀況並且紀錄學生對參與此課程之看法。本研究為質性研究，研究對象為台灣南部某國小四年級二十二位學生，研究資料來源主要是學生課程學習單與團體訪談。文化專題課程為本研究課程設計之架構，並結合Byram(1997)跨文化溝通能力指標，藉以用來分析及辨識學生跨文化溝通能力，研究資料為課室學習單、團體訪談。
研究結果歸納如下:在學生的跨文化能力方面，首先，以Byram(1997)的跨文化溝通指標五面向中，學生對目標文化知識理解層面，態度以及對兩方文化的詮釋和連結這三層面提昇最為顯著。再者學生皆對運用文化專題方式來學習目標國文化有正向看法，其次中年級學生給予文化專題課程正面的評價並且對他國文化產生好奇心。最後雖然學生對文化專題課程保持正向態度但卻面臨一些挑戰例如最主要是他們的英文能力有限。
本研究希望透過教學現場實施狀況提供未來想透過實施文化專題課程來教授文化課程的教師團隊一個參考課程架構。		zh_TW
dc.description.abstract (摘要) This case study investigated the development of Taiwanese fourth graders’ intercultural competence through a cultural project. Besides, students’ perceptions of their learning from the project were also examined. Grounded in qualitative inquiry, the participants were twenty-two fourth grade students. Data were collected from two primary sources: students’ worksheets and group interviews. In this research, Byram’s (1997) ICC model was used as the framework to analyze students’ intercultural competence.
The major findings were listed as follows. First, regarding the five domains of intercultural competence in Byram’s model, the result showed that after participating in the cultural project in class, students developed their intercultural competence mainly in three domains: knowledge, attitude and skills of interpreting and relating. Second, students showed positive feedback about their learning experience from the cultural project. It was found that the cultural project arose students’ curiosity towards the other culture as well as increased their awareness of their own Taiwanese culture. Furthermore, although students held positive attitude towards the project, they also experienced some challenges mainly about their own lack of English ability. It is believed that the findings of this study can provide insights to teachers and researchers who are interested in integrating cultural project into EFL classrooms.		en_US
dc.description.tableofcontents TABLE OF CONTENTS
Acknowledgements iii
Table of Contents iv
List of Figures vii
Chinese Abstract viii
English Abstract ix
CHAPTER ONE 1
Background 1
Research Questions 4
CHAPTER TWO 5
Integration of Culture Teaching in Language Classrooms 5
Cultural Instruction in Taiwanese Elementary English Classrooms 6
Culture Portfolios in Language Classrooms 10
Theoretical Frameworks of Intercultural Competence 12
CHAPTER THREE 21
A Case Study Research Design 21
The Instructional Context 22
The Participants 24
A Pilot Study for a Cultural Lesson on St. Patrick’s Day 25
Procedure of Implementing the Cultural Project 27
Teaching Material 29
The Procedure of Implementing the Cultural Project 31
Data Collection 36
Data Analysis 37
CHAPTER FOUR 41
The Students’ Development of Intercultural Competence 41
Development of ICC: Knowledge Domain 43
Development of ICC Domain: Attitude 53
Skills of Interpreting and Relating 57
The Student’s Perceptions of the Cultural Project 59
Positive Feedback towards the Project 60
Clarification of Misunderstandings and Dealing with the Culture Shock 61
Interests and Curiosity towards the World 62
Problems and Challenges Encountered during the Project 62
Suggestions for the Future Cultural Courses 64
CHAPTER FIVE DISCUSSION AND CONCLUSSION 65
Overview of the Research Findings 65
Discussion and Implications 66
References 72
Appendix B 82
Appendix C 83
Appendix D 84
Appendix E 86
Appendix F 89
Appendix G 90
Appendix H 92
Appendix J 93		zh_TW
dc.format.extent 3289977 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102951008en_US
dc.subject (關鍵詞) 文化專題課程zh_TW
dc.subject (關鍵詞) 跨文化能力zh_TW
dc.subject (關鍵詞) 外語學習者zh_TW
dc.subject (關鍵詞) 兒童學習者zh_TW
dc.subject (關鍵詞) Cultural projecten_US
dc.subject (關鍵詞) Intercultural competenceen_US
dc.subject (關鍵詞) EFLen_US
dc.subject (關鍵詞) Young learnersen_US
dc.title (題名) 透過文化專題提升英語為外語學習者的跨文化能力：臺灣國小學童之個案研究zh_TW
dc.title (題名) Developing EFL Learners` Intercultural Competence through a Cultural Project : A case Study on Elementary Students in Taiwanen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Abrams, Z. I. (2002). Surfing to cross‐cultural awareness: Using internet‐mediated projects to explore cultural stereotypes. Foreign Language Annals, 35(2), 141-160.
Abrams, Z. I., Byrd, D. R., Boovy, B., & Möhring, A. (2006). Culture portfolios revisited: Feedback from students and instructors. Die Unterrichtspraxis/ Teaching German, 80-90.
Activity Village.co.uk (2018). My country study. Retrieved on 8/19, 2018 from https://www.activityvillage.co.uk/country-study-printables
Allen, L. Q. (2004). Implementing a culture portfolio project within a constructivist paradigm. Foreign Language Annals, 37(2), 232–239.
Bennett, J. M. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Educational for the intercultural experience (2nd ed., pp.21–71).Yarmouth, ME: Intercultural Press.
Bennett, J. M., Bennett, M. J., & Allen, W. (2003). Developing intercultural competence in the language classroom. Culture as the core: Perspectives on culture in second language learning, 237–270.
Barrett, H. (2005). White paper: Researching electronic portfolios and learner engagement. Retrieved June, 23, 2006.
Barrett, M. D., Huber, J., & Reynolds, C. (2014). Developing intercultural competence through education. Strasbourg: Council of Europe Publishing.
Barrett, M. (2018). How schools can promote the intercultural competence of young people. European Psychologist, 23(1), 93–104. doi:10.1027/1016-9040/a000308.
Brown, A. (2018) What is culture? Retrieved on 8/19, 2018 from https://www.education.com/lesson-plan/what-is-culture/
Byram, M. (1989). Cultural studies in foreign language education. Clevedon； Multilingual Matters.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
Byram, M., Nichols, A., & Stevens, D. (Eds.). (2001). Developing intercultural competence in practice. Clevedon: Multilingual Matters.
Brown, H. D., & Abeywickrama, P. (2004). Language assessment: Principles and Classroom Practices. White Plains, NY: Pearson Education.
Byrd, D.R., & Wall, A. (2009). Long-term portfolio projects to teach and assess culture learning in the secondary Spanish classroom: Shifting the area of expertise. Hispania, 92(4), 774–777.
Chen, J. J., & Yang, S. C. (2014). Fostering foreign language learning through technology-enhanced intercultural projects. Language Learning & Technology, 18(1), 57–75.
Chiang, H. H. (2009). Integrating culture teaching as a component of English Language instruction in elementary schools of Taipei County. (Unpublished master’s thesis). National Cheng-Chi University.
Chang, L. Y. (2010). Developing Intercultural Communicative Competence through Weblogs: The Case of three elementary school student. (Unpublished master’s thesis). National Cheng-Chi University.
Chun, D. M. (2011). Developing intercultural communicative competence through online exchanges. CALICO Journal, 28(2), 392–419.
Deardorff, D. K. (Ed.). (2009). The SAGE handbook of intercultural competence. Thousand Oaks, CA: Sage.
Deardorff, D. K. (2011). Intercultural competence in foreign language classrooms: A framework and implications for educators. In Witte & Harden’s Intercultural Competence: concepts, challenges, evaluations, ISFLL,10,37–54.
Deardorff, D. K. (2011). Assessing intercultural competence. New Directions for Institutional Research, 2011(149), 65-79. doi:10.1002/ir.381
DeCapua, A., & Wintergerst, A. C. (2016). Crossing cultures in the language classroom. Ann Anbor: University of Michigan Press.
Elola, I., & Oskoz, A. (2008). Blogging: Fostering intercultural competence development in foreign language and study abroad contexts. Foreign Language Annals, 41(3), 454–477.
Feng, J. B. (2016). Improving intercultural competence in the classroom: A reflective development model. Journal of Teaching in International Business, 27(1), 4–22. doi:10.1080/08975930.2016.1172540
Feng, Y. F. (2015). The Teaching of Holiday Culture on Culture Knowledge and English Learning Interest of EFL Elementary School Students. (Unpublished master`s thesis) National Taipei University of Education
Frey, J. H., & Fontana, A. (1991). The group interview in social research. The Social Science Journal, 28(2),175-187.
Freiermuth, M. R., & Huang, H. C. (2012). Bringing Japan and Taiwan closer electronically: A look at an intercultural online synchronic chat task and its effect on motivation. Language Teaching Research, 16(1), 61-88.
Gudykunst, W.B. (1993). Toward a theory of effective interpersonal and intergroup communication: An anxiety/uncertainty management (AUM) perspective. R. L. Wiseman, and J. Koester (Eds.), 33–71. Newbury Park, CA: Sage.
Golub, A. Š. (2014). Effects of German language teacher professional development on pupils’ learning outcomes in intercultural competence. Center for Educational Policy Studies Journal, 4(4), 75–98.
Grogan, M., Donaldson, J., & Simmons, J. (2007). Disrupting the status quo: The action research dissertation as a transformative strategy. Retrieved from the Connexions Web site: http://cnx.org/content/m14529/1.2/
Hammer, M. R., & Bennett, M. J. (1998). The intercultural development inventory (IDI) manual. Intercultural Communication Institute.
Hsu, L. Y. (2016). Fostering students` intercultural competence in an EFL classroom: A case study of students` perceptions on digital storytelling. Foreign Language Studies, No.24, pp.27-61
Huang, S.W. (2014). Developing EFL students’ intercultural competence through cross-cultural service-learning experiences. (Unpublished master’s thesis). National Kaohsiung University of Applied Science.
Ju, C. Y. (2006). A study on motivating JHS English low achievers through cultural learning. (Unpublished master’s thesis) National Cheng-Chi University.
Kramsch, C. (1991). Culture in language learning: A view from the United States. Foreign language research in cross-cultural perspective, 217–240.
Kramsch, C. (1993). Language study as border study: Experiencing difference. European Journal of Education, 28(3), 349–358.
Lantz-Deaton, C. (2017). Internationalization and the development of students’ intercultural competence. Teaching in Higher Education, 22(5), 532–550.
Liaw, M. L. (2006). E-learning and the development of intercultural competence. Language Learning & Technology, 10(3), 49–64.
Lee, L. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning & Technology, 15(3), 87–109.
Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five approaches. Health promotion practice, 16(4), 473–475.
Myles, F., & Mitchell, R. (2004). Second language learning theories (2nd ed). London:Arnold.
Moya, S. S., & O’Malley, J. M. (1994). A portfolio assessment model for ESL. The Journal of Educational Issues of Language Minority Students, 13(1), 13-36.
Nam, K. A. (2011). Intercultural development in the short-term study abroad context: A comparative case study analysis of global seminars in Asia (Thailand and Laos) and in Europe (Netherlands). (Unpublished doctoral dissertation) University of Minnesota, Minneapolis, MN.
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dc.identifier.doi (DOI) 10.6814/NCCU202001801en_US