Developing intercultural communicative competence in foreign language classrooms-A study of EFL learners in Taiwan
Developing intercultural communicative competence in foreign language classrooms-A study of EFL learners in Taiwan
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DOI：
10.1016/j.ijintrel.2021.04.015
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发表时间：
2021-05-14
影响因子：
2.8
通讯作者：
Huang, Li-Jung Daphne
中科院分区：
文献类型：
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作者：
Huang, Li-Jung Daphne
国际化凸显了 21 世纪高等教育中语言学习者的跨文化交际能力 (ICC) 的重要性。与台湾的情况一样，世界各地的大学都开始在语言课堂上强调跨文化“读写能力”。本研究遵循Byram（1997）的ICC模型，采用跨文化方法进行语言课堂，以调查显性教学对台湾EFL（英语作为外语）学习者发展ICC的有效性，并发现这种发展与海外经历和英语水平的背景因素之间的关系。因此，随附的研究有两个目的：（1）通过采用自我评估和其他评估工具来评估明确指导对英语学习者 ICC 发展的有效性；（2）调查 ICC 发展与两个背景因素之间的关系。结果表明：（1）显性指导能够有效提高学生ICC的发展，特别是知识和技能维度；（2）英语水平和海外经历与更好地获得ICC显着相关。
Internationalisation has accentuated the importance of intercultural communicative competence (ICC) among language learners in higher education in the 21st century. As in the case of Taiwan, universities worldwide have begun to emphasise intercultural 'literacy' in language classrooms. Following Byram' (1997) ICC model, this study adopts an intercultural approach to language classroom in order to investigate the effectiveness of explicit instruction in developing ICC among EFL (English as a Foreign Language) learners in Taiwan, and to discover how this development is related to the background factors of overseas experience and English proficiency. The accompanying research therefore has two purposes: (1) to evaluate the effectiveness of explicit instruction on EFL learners' development of ICC by employing both self-assessment and other assessment tools and (2) to investigate the relationship between the development of ICC and two background factors. The results show that (1) explicit instruction is effective in raising students' development of ICC, especially the knowledge and skills dimensions, and (2) English proficiency and overseas experience are significantly related to better acquisition of ICC.