Tzu-Chia Chao
Minghsin University of Science and Technology, Taiwan
Abstract
In the context of globalisation, intercultural teaching has been suggested as an objective in English as lingua franca (ELF) education, which has challenged English teachers in acquiring the intercultural communicative competence (ICC) in English language teaching (ELT). However, empirical research exploring the intercultural capabilities and practices of nonnative English teachers (NNETs) teaching English as a foreign language (EFL) in Asian contexts remains scant. This study was a preliminary exploration of Taiwanese NNETs’ ICC in ELT, namely their affective orientations regarding intercultural communication, personal capabilities of intercultural communication, perspectives of ELT, and practices related to the intercultural dimensions of ELT. A self-assessment inventory of ICC in ELT was used in combination with follow-up interviews to collect data from Taiwanese NNETs in different institutional contexts. An analysis of the data revealed inconsistencies between the NNETs’ self-reported ICC (e.g., personal capabilities) and ICC-oriented teaching practices (e.g., teaching objectives and strategies). Personal (e.g., interests and life experience) and sociocultural factors (e.g., entrance exams and social norms) identified in the interview data were applied to interpret the survey results. This paper addresses the importance of developing NNETs’ ICC in ELT, particularly their awareness and practices of various Englishes and cultures to help EFL learners communicate effectively with the increasing number of nonnative English speakers. Some suggestions for Taiwanese English educational policy and future studies on the topic of developing NNETs’ ICC in ELT are provided.
Key Words: English as lingua franca (ELF), nonnative English teachers (NNETs), intercultural communicative competence (ICC), English language teaching (ELT)
臺灣英語非母語之英語教師跨文化溝通教學力自評初探
趙子嘉
明新科技大學
摘要
全球化使得跨文化教學成為英語為國際共通語教育的目標之一，此趨勢讓英語教師在教學專業力上面臨新的挑戰。此研究是要探索臺灣英語非母語之英語教師在英語教學中跨文化溝通教學力的發展情形。此教學力包含了四個面向：跨文化溝通的情意傾向、跨文化溝通能力、英語教學的觀點、英語教學中跨文化面向的實行。透過一份自評問卷與事後深入訪談，研究者收集與分析來自臺灣不同教育機構，英語非母語之英語教師的態度與觀點。自評問卷結果顯示，參與教師所陳述的個人跨文化能力與其在英語教學中跨文化面向的實行很不一致。從訪談資料中發現，個人或是社會文化的因素可解釋自評問卷的結果。本文強調發展英語非母語之英語教師跨文化溝通教學力的重要，特別是對英語教學中文化多元性與英語變異性的覺醒與教學。最後針對未來英語師資培育與相關研究提出建議。
關鍵字: 英語為國際共通語、英語非母語之英語教師、跨文化 溝通教學力、英語教學
 A Preliminary Study of Taiwanese NNETS’ Self-assessment of Intercultural Communi | [13-1-3] | 747 kB |