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題名 語言與文化學習於交換生適應軌跡中扮演角色之研究
The Role of Language and Intercultural Learning in Exchange Students’ Adaptation Trajectories
作者 陳彩虹
貢獻者 外文中心
關鍵詞 交換生; 跨文化智能; 語言適應; 文化適應
exchange students; intercultural competence; language study abroad
日期 2019-01
上傳時間 27-Jul-2026 16:08:35 (UTC+8)
摘要 近年來，高等教育國際化引起了各方人馬對大學生參與短期留學的高度興趣。一般相信在大學階段留學可以提升學生的國際視野，跨文化溝通能力，外語技能，學術成長與個人發展，這些特質已被廣泛視為身為全球公民應有的基本能力。台灣高等教育界最常見的短期留學為交換生計劃。遺憾的是，在交換生人數與日俱增時，關於台灣的薦外或外薦交換生的相關文獻卻很貧乏。換句話說，至今我們仍不知道我們認為交換生計劃能給學生帶來的種種好處是否有在他們的經驗裡兌現，我們亦不清楚學生的實際收穫是否值得各方人馬在這些計劃中的付出。因此，這項研究計畫將透過探索台灣一所大學的薦外和外薦交換生於其留學國家 的適應軌跡來探索這個問題。我將把重點放在語言學習和文化學習面向，因為這兩者是短期留學的兩個關鍵面向。本研究將藉由兩個方式探索交換生的學習經驗與適應模式：一、了解台灣交換生於其留學國家所參與的語言和文化活動類型、影響這些活動品質的因素、以及交換經驗對學生回國後外語和跨文化能力發展的影響；二、比較這些學生和在台灣交換的外國學生的適應軌跡。我將運用兩套理論架構來探討這些問題，即Milton Bennett 的跨文化敏感度理論(the Developmental Model of Intercultural Sensitivity) 和John Berry 的文化適應理論(acculturation theory)。參與者將為約30名來自三個群體的學生：一、將赴歐美國家交換一年的台灣學生； 二、從歐美國家交換返台至少一年的台灣學生；三、於台灣交換的歐美學生。研究方法為多重個案研究，含縱貫性和橫斷性設計。資料蒐集將歷時兩年，方式包括跨文化能力量表、月 誌、個別訪談、交換計劃申請書、與學生反思等。本研究的結果將可做為我們評估和改進交換生計劃的基礎，讓未來參與的學生的學習經驗更有意義。這不僅是我們身為教育者的責任，也有助於提高台灣高等教育在國際上的名聲。
In recent years, with the discourses of internationalization serving as a major catalyst, short-term study abroad (SA) has garnered an avid interest among stakeholders of higher education. It is believed that SA at the university level allows students to achieve a global perspective, intercultural understanding, foreign language skills, academic growth and personal development, which are now widely viewed as essential attributes of a global citizen. At Taiwanese universities, the most common form of short-term SA is an exchange program. However, while student participation rates in exchange programs continue to rise, regrettably, a thorough search of the literature yielded very little published work on study exchange that involved either Taiwanese students or Taiwanese universities. In other words, we know very little about whether the touted promises of exchange programs have been fulfilled in our students’ experiences. Neither do we know whether what our students have learned in their study exchange is worth all the efforts and investments made by the stakeholders. This proposed study intends to address these issues by exploring the adaptation trajectories of Taiwan’s outgoing and incoming exchange students, particularly in the realms of language and intercultural learning - the two key aspects of a short-term SA. Specifically, the study seeks to identify patterns in relation to language and intercultural learning in exchange students’ adaptation trajectories by: 1) understanding the types of linguistic and intercultural interactions Taiwanese students engage in during their SA, the factors that affect the quality of these interactions, and the effects of an SA experience on students’ development of foreign language skills and intercultural competence after they return home; and 2) comparing Taiwanese exchange students’ adaptation trajectories overseas with their Western counterparts’ adaptation trajectories in Taiwan. The investigation will draw upon two sets of theoretical frameworks - Bennett’s Developmental Model of Intercultural Sensitivity and Berry’s acculturation theory, and involve approximately 30 participants from three student cohorts: 1) Taiwanese students who are about to commence a one-year study exchange at a Western university; 2) Taiwanese former exchange students who have returned from a Western university for at least a year, and 3) Western exchange students at a Taiwanese university. The study will adopt a multiple-case study approach, and contain both longitudinal and cross-sectional components in the design. Data will be collected over two years through an intercultural competence inventory, diary tables, individual interviews, written proposals, and student reflections. The significance of this research endeavor is twofold. First, a thorough understanding of what our students are learning (or not learning), and how they are learning it will help lay the groundwork for evaluating and improving our exchange programs, thereby making a study exchange more meaningful to future students. Secondly, in relation to the research results concerning Western exchange students in Taiwan, understanding their experiences will assist us in seeking ways to help them more fully capitalize on their sojourn here. This is not only our responsibility as educators, but it will help raise the profile of Taiwanese education internationally.
關聯 科技部, MOST106-2410-H004-114, 108.08-107.07
資料類型 report
dc.contributor 外文中心
dc.creator (作者) 陳彩虹
dc.date (日期) 2019-01
dc.date.accessioned 27-Jul-2026 16:08:35 (UTC+8)-
dc.date.available 27-Jul-2026 16:08:35 (UTC+8)-
dc.date.issued (上傳時間) 27-Jul-2026 16:08:35 (UTC+8)-
dc.identifier.uri (URI) https://ah.lib.nccu.edu.tw/item?item_id=183496-
dc.description.abstract (摘要) 近年來，高等教育國際化引起了各方人馬對大學生參與短期留學的高度興趣。一般相信在大學階段留學可以提升學生的國際視野，跨文化溝通能力，外語技能，學術成長與個人發展，這些特質已被廣泛視為身為全球公民應有的基本能力。台灣高等教育界最常見的短期留學為交換生計劃。遺憾的是，在交換生人數與日俱增時，關於台灣的薦外或外薦交換生的相關文獻卻很貧乏。換句話說，至今我們仍不知道我們認為交換生計劃能給學生帶來的種種好處是否有在他們的經驗裡兌現，我們亦不清楚學生的實際收穫是否值得各方人馬在這些計劃中的付出。因此，這項研究計畫將透過探索台灣一所大學的薦外和外薦交換生於其留學國家 的適應軌跡來探索這個問題。我將把重點放在語言學習和文化學習面向，因為這兩者是短期留學的兩個關鍵面向。本研究將藉由兩個方式探索交換生的學習經驗與適應模式：一、了解台灣交換生於其留學國家所參與的語言和文化活動類型、影響這些活動品質的因素、以及交換經驗對學生回國後外語和跨文化能力發展的影響；二、比較這些學生和在台灣交換的外國學生的適應軌跡。我將運用兩套理論架構來探討這些問題，即Milton Bennett 的跨文化敏感度理論(the Developmental Model of Intercultural Sensitivity) 和John Berry 的文化適應理論(acculturation theory)。參與者將為約30名來自三個群體的學生：一、將赴歐美國家交換一年的台灣學生； 二、從歐美國家交換返台至少一年的台灣學生；三、於台灣交換的歐美學生。研究方法為多重個案研究，含縱貫性和橫斷性設計。資料蒐集將歷時兩年，方式包括跨文化能力量表、月 誌、個別訪談、交換計劃申請書、與學生反思等。本研究的結果將可做為我們評估和改進交換生計劃的基礎，讓未來參與的學生的學習經驗更有意義。這不僅是我們身為教育者的責任，也有助於提高台灣高等教育在國際上的名聲。
dc.description.abstract (摘要) In recent years, with the discourses of internationalization serving as a major catalyst, short-term study abroad (SA) has garnered an avid interest among stakeholders of higher education. It is believed that SA at the university level allows students to achieve a global perspective, intercultural understanding, foreign language skills, academic growth and personal development, which are now widely viewed as essential attributes of a global citizen. At Taiwanese universities, the most common form of short-term SA is an exchange program. However, while student participation rates in exchange programs continue to rise, regrettably, a thorough search of the literature yielded very little published work on study exchange that involved either Taiwanese students or Taiwanese universities. In other words, we know very little about whether the touted promises of exchange programs have been fulfilled in our students’ experiences. Neither do we know whether what our students have learned in their study exchange is worth all the efforts and investments made by the stakeholders. This proposed study intends to address these issues by exploring the adaptation trajectories of Taiwan’s outgoing and incoming exchange students, particularly in the realms of language and intercultural learning - the two key aspects of a short-term SA. Specifically, the study seeks to identify patterns in relation to language and intercultural learning in exchange students’ adaptation trajectories by: 1) understanding the types of linguistic and intercultural interactions Taiwanese students engage in during their SA, the factors that affect the quality of these interactions, and the effects of an SA experience on students’ development of foreign language skills and intercultural competence after they return home; and 2) comparing Taiwanese exchange students’ adaptation trajectories overseas with their Western counterparts’ adaptation trajectories in Taiwan. The investigation will draw upon two sets of theoretical frameworks - Bennett’s Developmental Model of Intercultural Sensitivity and Berry’s acculturation theory, and involve approximately 30 participants from three student cohorts: 1) Taiwanese students who are about to commence a one-year study exchange at a Western university; 2) Taiwanese former exchange students who have returned from a Western university for at least a year, and 3) Western exchange students at a Taiwanese university. The study will adopt a multiple-case study approach, and contain both longitudinal and cross-sectional components in the design. Data will be collected over two years through an intercultural competence inventory, diary tables, individual interviews, written proposals, and student reflections. The significance of this research endeavor is twofold. First, a thorough understanding of what our students are learning (or not learning), and how they are learning it will help lay the groundwork for evaluating and improving our exchange programs, thereby making a study exchange more meaningful to future students. Secondly, in relation to the research results concerning Western exchange students in Taiwan, understanding their experiences will assist us in seeking ways to help them more fully capitalize on their sojourn here. This is not only our responsibility as educators, but it will help raise the profile of Taiwanese education internationally.
dc.format.extent 116 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) 科技部, MOST106-2410-H004-114, 108.08-107.07
dc.subject (關鍵詞) 交換生; 跨文化智能; 語言適應; 文化適應
dc.subject (關鍵詞) exchange students; intercultural competence; language study abroad
dc.title (題名) 語言與文化學習於交換生適應軌跡中扮演角色之研究
dc.title (題名) The Role of Language and Intercultural Learning in Exchange Students’ Adaptation Trajectories
dc.type (資料類型) report