政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/49891
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113822/144841 (79%)
造訪人次 : 51786682      線上人數 : 384
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/49891


    題名: 透過部落格發展跨文化溝通能力: 三位台灣國小學生之個案研究
    Developing intercultural communicative competence through weblogs: the case of three elementary school students
    作者: 張齡云
    Chang, Ling Yun
    貢獻者: 招靜琪
    Chao, Chin Chi
    張齡云
    Chang, Ling Yun
    關鍵詞: 部落格
    跨文化學習
    weblog
    intercultural
    日期: 2009
    上傳時間: 2010-12-09 12:19:49 (UTC+8)
    摘要: 本個案旨在探討臺灣國小學生在參與透過部落格學習跨文化溝通的計畫後，他們跨文化溝通能力的發展以及學習英語態度的改變。
    本研究方法採用質性研究，一開始先探討學生在面臨跨文化溝通學習過程中的關鍵事件，接著研究重心會放在探討當中三位學生如何和外國伙伴以及其他師生的學習歷程。研究工具主要為三位學生的訪談、部落格的學習歷程以及省思日記。Byram (2000) 跨文化溝通能力指標用來分析以及辨識學生跨文化溝通能力。
    本研究發現與外國學生互動的真實學習情境的確能提升學生跨文化溝通的學習動力。然而，缺乏溝通策略也讓學生在過程中感到焦慮而不能投入學習。在另一方面，學生的焦慮也驅使他們去尋求協助以及部落格上的資源以解決問題。透過老師的鼓勵以及同儕間的學習，學生學習如何發展自己的跨文化溝通能力，藉由仿效他人的溝通歷程來學習表達自己的想法。除了學習溝通策略，學生逐漸在過程中發展跨文化意識。他們更願意檢視自己的文化並且以不同角度來思考文化議題。
    透過更進一步研究當中三位學生的跨文化溝通歷程，他們在學習過程中有不同的表現。雖然他們皆對和外國伙伴交換文化以及學校生活資訊十分有興趣，但是他們的動機持續力、遇到的困難以及在過程中所扮演的角色皆有所不同。這都和學生的學習風格以及對網路使用的認知不同有關。
    在英語學習態度方面，結果顯示部落格的一些功能例如非同步溝通以及多媒體的整合皆讓學生更能體驗在較無焦慮的情境下學習用英語來進行互動，並且增加他們用自己的方式表達自我。學生在部落格的情境之下，能抱持著正面的態度來與外國伙伴互動。
    研究結果顯示個人的因素例如學生的背景、對網路使用的認知以及學習焦慮皆在學習者發展跨文化的過程扮演著重要的角色。因此，本研究希望透過教學現場的互動情形，提升老師對如何協助學習者，以及幫助他們整合不同資源來增加他們跨文化溝通能力的學習動機這方面的重視。
    The case study investigated the development of Taiwan elementary school students’ intercultural communicative competences and their attitude toward English learning as they participated in the intercultural communication project in the blog environment.
    Grounded on qualitative inquiry, an overview of critical incidents which the students met in the project was discussed. Then the investigation focused on how three of the students interacted with the international partners, local students, and instructors. The major data collection instruments were adopted including the individual interviews with the three students, and their blog entries and reflection journals. Byram’s (2000) adapted intercultural guidelines were used as the framework to identify the three students’ intercultural competences.
    It was found that the authentic task of communicating with the international partners was important factor which encouraged the students to get more involved in the communication. However, the lack of the communication strategies made the students feel anxious and stressed and distanced them from the intercultural communication. On the other hand, the students’ anxiety actually made them look for support and the resources on the blogs which could help them solve the difficulties. Through the instructor’s encouragement and peer learning, the students learnt how to develop intercultural communication skills and understood the benefits of learning how to reuse others’ communication process to express their own ideas. In addition to learning the strategies for intercultural communication, the students gradually developed intercultural awareness. They were more willing to reflect on their own culture and think cultural issues from different perspective.
    As further investigating three of the students’ intercultural communication experience, it was found that students had different performance in the project. Although gaining interest in exchanging the information of cultures and school life with international partners, the three cases’ differences were seen in their continuity of motivation, the challenges they faced, and the roles they felt comfortable to be in the intercultural communication project. Their difference are related to learners’ learning styles and their perception of internet use which benefit or stop the cultivation of their intercultural communicative competences.
    As for their attitude toward English learning, the results shows that the blog features like asynchronous communication and multimedia integration could help the students experience the process of using English as the medium for social interaction with less anxiety and increase their motivation for presenting life experience in their own way. The students developed positive attitude toward practicing English through communicating with international partners on the blogs.
    The results of the study show that personal factors, such as individual background, perception of internet use and anxiety played an important role as learners develop intercultural communication. Thus, this study suggests that more efforts should be paid to explore how to support learners and help them integrate resources in order to increase their participation in intercultural communication on the internet.
    參考文獻: Ajayi, L. (2008). Meaning-making, multimodal representation, and transformative pedagogy: An exploration of meaning construction instructional practices in an ESL high school classroom. Journal of Language, Identity, and Education, 7(3&4), 206–229.
    Anton, M., DiCamilla, F., & Lantolf, J. (2003). Sociocultural theory and the acquisition of Spanish as a second language. In B. Lafford, & R. Salaberry (Eds.), Spanish second language acquisition. State of the science (pp. 262-284). Washington D.C.: Georgetown University Press.
    Bachman, L. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
    Bauer, B., deBenedette, L., Furstenberg, G., Levet, S,. & Waryn, S. (2006). The Cultural Project. In J. A. Belz & S. L. Thorne (Eds.), Internet-mediated intercultural foreign language education (pp. 31-62). Boston, MA: Thompson Heinle.
    Belz, J. A. (2002). Social dimensions of telecollaborative foreign language study. The language learning & Technology, 6(1), 60-81.
    Belz, J. A. (2003) Belz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology 7(2) : 68-117.
    Blake, R. (2000). Computer Mediated communication: A Window on L2 Spanish Interlanguage. Language Learning and Technology, 4(1),120-136
    Bourdieu, P., & Passeron, J.C. (1997). Reproduction in Education, Society and Culture. London: SAGE.
    Brown, G. (1990). Cultural values: The interpretation of discourse. ELT Journal, 44(1), 11-17.
    Butties, D. (1990). Teaching foreign language and culture: Social impact and political significance. Language Learning Journal, 2, 53-57.
    Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon, UK: Multilingual Matters.
    Chan, K.& Shen, F. (2004, June).Parental Attitudes towards Children’s Internet Use and Online Advertising in Hong Kong. Paper presented at the Third Annual Hawaii International Conference on Social Science, HI.
    Chou, M. C., Chang, L. W., Chang, L. H., Chen, I. C. & Chen, C. Y. (2008, April). Implementing an International Telecollaboration: Potentials, Procedures, and Problems. In M. J. Chou (Chair), English for Specific Purposes (ESP)--Theory into Practice. International Conference on English Education held at College of Management, Shih Chien University, Taipei, ROC.
    Crawford-Lange, L. & Lange, D. (1984). Doing the unthinkable in the Second-Language Classroom. In Higgins, T. (Ed.), Teaching for Proficiency: The Organizing Principle. Lincolnwood, IL: National Textbook Company.
    Eisenberg, M. B. & Ely, D. P. (1993). Plugging into the Net. ERIC Review, 2 (3): 2-10.
    Damen, L. (1987). Culture learning: The fifth dimension in the language classroom. Reading, MA: Addison- Wesley.
    de los Arcos, B. & Arnedillo Sa’ nchez, I. (2006) ‘Ears before Eyes’: Expanding tutors’ interaction skills beyond physical presence in audio-graphic collaborative virtual learning environments. In: Zaphiris, P. and Zacharia, G. (Eds.) User-Centered Computer Aided Language Learning. Hershey: Information Science Publishing, 74–93.
    Felix, U. (2004) Performing beyond the comfort zone: Giving a voice to online communication. In: Atkinson, R., McBeath, C., Jonas-Dwyer, D. and Philips, R. (eds.) Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference, Perth, 5–8 December, 284–293.
    Fisher, L., Evans, M. & Esch, E. (2004) Computer-Mediated Communication: promoting learner autonomy and intercultural understanding at secondary level. Language Learning Journal, 30, 50-58
    Galloway, V. B. (1985). A Design for the Improvement of the Teaching Culture in Foreign Language Classrooms. Hastings-on-Hudson, NY: ACTFL project proposal.
    Galloway, V. B. (1992). Toward a Cultural Reading of Authentic Texts. In H. Byrens, (Ed.), Languages for a Multicultural World in Transition (pp. 87-121). Lincolnwood, IL: National Textbook Company.
    Gardner, R., Tremblay, P. and Masgoret, A.-M. (1997) Towards a full model of second languagelearning: an empirical investigation. The Modern Language Journal, 81(3): 344–362.
    Garratt, D. and Hodkinson, P. (1998) Can there be criteria for selecting research criteria? - A hermeneutical analysis of an inescapable dilemma, 4 (4) 515 - 539.
    Guest, M. (2002). A critical "checkbook" for culture teaching and learning. ELT Journal, 56(2), 154-161.
    Godwin-Jones, R. (2003). Emerging Technologies. Blogs and Wikis: Environments for Online Collaboration. Language Learning & Technology, 7(2), 12–16.
    Mathison, S. (1988) Why Triangulate? Educational Research, 17(2), 13-17.
    Hauck, M., & Hampel, R. (2005) The Challenges of Implementing Online Tuition in
    Distance Language Courses: Task Design and Tutor Role. In B. Holmberg, M. Shelley and C. White (Ed), Distance Education and Languages: Evolution and Change(pp. 258–277) Clevedon: Multilingual Matters.
    Hauck, M. (2007). Critical success factors in a Tridem. ReCALL, 19(2), 202-223.
    Hymes, D. (1972). On Communicative Competence. In J.B. Pride & J.Holmes (Ed.). Sociolinguistics. Harmondsworth, England:Penguin Books.
    Jaureg, M.& Bañados,E. (2008). Virtual interaction through video-web communication: A step towards enriching and internationalizing language learning programs. ReCALL, 20(2), 183-207.
    Jacobs, J. (2003) Communication over exposure: The rise of blogs as a product of cybervoyeurism. In Hatcher, C., Jacobs, J. and Flew, T. (Ed.), Australian and New Zealand Communication Association Conference Proceedings. Brisbane. July.
    James, F. (2004) In Proceedings of the 21st Australian Society for computer in Learning in Tertiary Education (ASCILITE ‘04), Perth, Western Australia, December, 247-283. from http://www.ascilite.org.au/conferences/perth04/procs/farmer.html
    Kasper, G. (1997). Can pragmatic competence be taught? (NetWork #6). Honolulu: University of Hawaii, Second Language Teaching & Curriculum Center. Retrieved 02, Nov., 2004, from http://nflrc.hawaii.edu/NetWorks/NW06/default.html
    Kei, P. (2002). Negotiation of identity and power in a Japanese online discourse community. Computers and Composition,19(1), 39-55
    Kim, H. N., Kavanaugh, A., & Smith-Jackson, T. (2007). Implementation of Internet technology for local government website: Design guidelines. In Proceedings of the 40th Annual Hawaii International Conference on System Science (HICSS‘07), Waikoloa, Hawaii, January, 93–102.
    Kim, H. N. (2008). The phenomenon of blogs and theoretical model of blog use in educational context. Computers& Education 51. 1342-1352.
    Kern, R. (1996) Computer-Mediated Communication: Using E-mail Exchanges to Explore Personal Histories in Two Cultures. In: Warschauer, M. (Ed.) Telecollaboration in Foreign Language Learning, Hawaii: Second Language Teaching and Curriculum Centre, 105-119.
    Lafayette, R.C., & Strasheim, L.A. (1981). Foreign language curricula and materials or the twenty-first century. In D.L. Lange & C. Linder (Eds.), Proceedings of the National Conference on Professional Priorities (pp. 29–34). Hastings-on-Hudson, NY: ACTFL Materials Center.
    L`Ecuyer, R. (1990). Méthodologie de l`analyse développementale de contenu. Québec: Presses de l`université du Québec.
    Liaw, M., & Johnson, J. (2001). E-mail Writing as a Cross-Cultural Learning Experience, System, 29, 235-251.
    Liaw, M. (2006). E-learning and the development of intercultural competence. Language Learning & Teaching, 10, 49-64.
    Lomicka, L. (2006). Understanding the other: Intercultural exchange and CMC. In Arnold, N. and Ducate, L. (Eds): Calling on CALL: From theory and research to new directions in foreign language teaching, pp. 211-236.
    Maag, M. (2006). Podcasting and MP3 players: Emerging education technologies. Computers Informatics Nursing, 24(1), 9–12.
    Mara, D. (2007). Towards proteophilic competence: Intercultural learning and language education in Latvia. Intercultural Education,18(3), 193-205.
    Matsuda, P. K. (2002). Negotiation of identity and power in a Japanese online discourse community. Computers and Composition, 19, 39–55.
    Hauck, M.& Hurd, S.(2005). Exploring the link between language anxiety and learner self-management in open language learning contexts. European Journal of Open, Distance and E-Learning, 2005(2). Retrieved June 26, 2007, from http://www.eurodl.org/materials/contrib/2005/Mirjam_Hauck.htm
    Couzijn, M. (1999). Learning to write by observation of writing and reading processes: Effects on learning and transfer. Learning and Instruction, 9(2), 109-142.
    McAllister, L., Gail, W., Bob, H., Noel, T. & Maureen, F. (2006) Reflection in intercultural learning: examining the international experience through a critical incident approach. Reflective Practice,7(3), 367-281.
    Műller-Hartmann, A. (2000) The role of tasks in promoting intercultural learning in electronic learning networks. Language Learning and Technology, 4(2), 129-147.
    Müller-Hartmann, A. (2006) Learning How to Teach Intercultural Communicative Competence via Telecollaboration: A Model for Language Teacher Education. In: Belz, J. A. and Thorne, S. L. (eds.), Internet-mediated Intercultural Foreign Language Education (pp.63-86). Boston, MA: Thomson Heinle.
    Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL
    Quarterly, 29, 9–31.
    O’Dowd, R. (2006). The use of videoconferencing and e-mail as mediators of intercultural student ethnography. In J. A. Belz & S. L. Thorne (Ed.), Internet-mediated intercultural foreign language education (pp. 86-120). Boston, MA: Thomson Heinle.
    O’Dowd, R. (2000). Intercultural learning via videoconferencing: a pilot exchange project. ReCALL, 12, 49-63.
    O’Dowd, R. (2003). Understanding the other side: Intercultural learning in a Spanish-English e-mail exchange. Language Learning & Technology, 7(2): 118-144.
    O’Dowd, R., & Ritter, M. (2006). Understanding and Working with ‘Failed Communication’ in Telecollaborative Exchanges. CALICO, 23(3), 623–642.
    O’Dowd, R. (2006). The use of videoconferencing and e-mail as mediators of intercultural student ethnography. In J. A. Belz & S. L. Thorne (Ed.), Internet-mediated intercultural foreign language education (pp. 86-120). Boston, MA: Thomson Heinle.
    O`Dowd, R. (2007). Evaluating the outcomes of online intercultural exchange. ELT Journal, 61(2), 144-152.
    Olson, T. (1982). The child`s Cultural Awareness. Social Studies, 73(1), 25-31.
    Pena-Shaff, J., Altman, W., & Stephenson, H. (2005). Asynchronous online discussions as a tool for learning: Students’ attitudes, expectations, and perceptions. Journal of Interactive Learning Research,16, 409-430.
    Schneider, J., & von der Emde, S. (2006). Conflicts in cyberspace: From communication breakdown to intercultural dialogue in online collaborations. n J. A. Belz & S. L. Thorne (eds.), Internet-Mediated Intercultural Foreign Language Education (pp. 178-206). Boston, MA: Heinle & Heinle.
    Standards for Foreign Language Learning: Preparing for the 21st Century (1996). National Standard in Foreign Language Education Project. Yonkers, NY. National Endowment for the Humanities (NFAH), Washington, DC.
    Sook-Jung, L., & Young-Gil, C. (2007). Children`s Internet Use in a Family Context: Influence on Family Relationships and Parental Mediation. CyberPsychology & Behavior, 10(5), 640-644.
    Strasheim, L. (1981). Establishing a Professional Agenda for Integrating Culture into K-12 Foreign Languages: An Editorial. The Modern Language Journal, 65, 67-69.
    Straub, H. (1999). Designing a cross-cultural course. English Forum, 37(3), 2-9.
    Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: SAGE.
    Sook-Jung, L., & Young-Gil, C. (2007). Children`s Internet Use in a Family Context: Influence on Family Relationships and Parental Mediation. CyberPsychology & Behavior, 10(5), 640-644.
    Sonnenschein, S., & Whitehurst, G. J. (1983). Training referential communication skills: The limits of success. Journal of Experimental Child Psychology, 35(3), 426–436.
    Thorne, S. (2003) Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7(2), 38-67.
    Treese, W. (2004). Putting it together: Open Systems for Collaboration. netWorker, 8(1), 13–16.
    Ware, P. D. & Kramsch, C. (2005). Toward an intercultural stance: Teaching German and English through telecollaboration. Modern Language Journal, 89: 190-205.
    Yen, J.Y., Yen, C.F., Chen, C.C., Chen, S.H., & Ko, C.H.(2007). Family factors of Internet addiction and substance use experience in Taiwanese adolescents. Cyberpsychol Behav,10(3), 323– 329.
    Yildiz, S.(2009). Social Presence in the Web-Based classroom: Implications for intercultural communication. Journal of Studies in International Education. 13, 46-67.
    描述: 碩士
    國立政治大學
    英語教學碩士在職專班
    95951010
    98
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0095951010
    資料類型: thesis
    顯示於類別:[英語教學碩士在職專班] 學位論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    101001.pdf690KbAdobe PDF21855檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋