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| Title: | 透過線上英語學習平台發展跨文化溝通能力：兩位成人學習者的個案分析
Developing Intercultural Communicative Competence Through an Online English Tutoring Platform: A Case Study of Two Adult Learners |
| Authors: | 洪鈺茹
Hung, Yu-Ru |
| Contributors: | 許麗媛
Hsu, Li-Yuan
洪鈺茹
Hung, Yu-Ru |
| Keywords: | 跨文化溝通能力
成人學習者
線上學習平台
Intercultural Communicative Competence
Adult learners
Online tutoring platform |
| Date: | 2021 |
| Issue Date: | 2021-08-04 14:24:05 (UTC+8) |
| Abstract: | 儘管線上學習成效的研究近年逐漸增多，像是針對學習動機及語言學習策略等，但針對EFL學習者在一對一線上英語學習平台的跨文化學習結果仍有不足。本文旨在探討兩名臺灣成人英語學習者如何透過一對一線上英語學習平台發展跨文化溝通能力以及他們的跨文化學習經驗。資料蒐集包含訪談與學習日記作為主要資料。研究中，依照趙子嘉(2013)的跨文化能力指標作分析，以了解學習者的跨文化溝通力。
研究結果顯示，兩名成人學習者藉由與母語人士溝通的線上英語環境，發展多層面的跨文化溝通能力。首先，針對跨文化溝通能力的情意方面，他們對線上英語學習有更開放的態度，包含對母語人士的背景故事、對平台的諮商、自我反省、隱藏的情緒、好奇心以及對學習的喜好。再者針對文化認知方面，他們均透過和母語人士不同文化議題的討論，提升了文化知識與文化意識察覺。最後針對研究對象的行為，兩位參與者皆感受到口語溝通能力與溝通技巧的大幅進步。除此之外，研究也指出藉由和線上平台母語人士的溝通，讓他們更願意說英文，並透過其師生連結學習調整對母語人士的刻板印象。
Although there is a growing body of research investigating the effectiveness of online tutoring on aspects such as motivation and learners’ language strategy, research into EFL learners’ intercultural learning outcomes through the one-on-one online tutoring platform has been scant. This study aimed to investigate two Taiwanese adult EFL learners’ development of intercultural communicative competence (ICC) and their intercultural learning experience via an online English tutoring platform. Data were collected through interviews and learners’ learning diaries. Chao’s (2013) three-component model of intercultural competence was adopted to examine learners’ development of ICC.
The results showed that the two participants developed various aspects of intercultural communicative competence through interacting with native speakers in the online tutoring environment. First, regarding the affective aspect of intercultural communicative competence, the participants were able to show open attitude to the tutors’ backgrounds, interest in tutors’ stories, surprises with the consulting functions of the platform, personal reflections, hidden emotions, curiosity as well as learning preference through English learning. As for the cognitive aspect of ICC, the participants gained cultural knowledge and awareness about different cultural issues. As for the behavior aspect, both participants admitted that they have greatly improved their English speaking ability and communication skills. As for their attitude toward the online learning experience, both participants were more willing to speak English due to the platform. They learned to adjust their stereotype by connecting with their tutors. |
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| Description: | 碩士
國立政治大學
英國語文學系
107551016 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0107551016 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU202101036 |
| Appears in Collections: | [英國語文學系] 學位論文
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