E-LEARNING AND THE DEVELOPMENT OF INTERCULTURAL COMPETENCE
E-LEARNING AND THE DEVELOPMENT OF INTERCULTURAL COMPETENCE
复制标题
电子学习和跨文化能力的发展
DOI：
--
复制
发表时间：
2006
期刊：
影响因子：
--
通讯作者：
Meei
中科院分区：
文献类型：
--
作者：
Meei
本研究旨在通过阅读与本民族文化相关的文章，并与另一种文化的人进行交流，来提高学生的跨文化交际能力。该项目为英语学习者提供了利用自己的社会和文化实践作为英语学习重点的机会。此外，在电子论坛的帮助下，学习环境使学生能够与目标语言的发言者交换意见。在学生进行阅读和写作时，系统提供了两个电子参考工具。研究结果表明，所有的EFL参与者都能够流利地用目标语言进行交流，而不需要系统中提供的基于语料库的参考工具。在前两次阅读之后，在线词典的使用急剧减少。在线concordancer，而不是被用来学习不同的文化意义的水平上的词汇，句法和文本组织的原意，是由学生使用链接到类似主题的文章，进一步探索文化和语言学习的机会。尽管在计算机方面存在一些技术困难，但这两组学生之间的合作是成功的，这可以从参与者的积极和赞扬的评论中看出。学生们在网上论坛上的发言表明了四种类型的跨文化能力：（A）有兴趣了解他人的生活方式并向他人介绍自己的文化，（B）改变观点的能力，（C）了解自己和他人的文化以进行跨文化交流，（D）了解跨文化交流过程。
This study presents findings on the efficacy of an online learning environment developed to foster EFL students’ intercultural competence via reading articles on topics of their own culture and communicating their responses with speakers of another culture. The project offered opportunities for EFL students to use their own societal and cultural practices as the focus for EFL learning. In addition, with the help of an e-forum, the learning environment allowed the students to exchange their views with speakers of the target language. Two e-referencing tools were made available in the system while students were reading and writing. The findings showed that all EFL participants were able to communicate fluently in the target language without much help from corpora-based ereferencing tools provided in the system. The use of the online dictionary decreased drastically after the first two readings. The online concordancer, instead of being used for learning different kinds of cultural meaning on the levels of lexical, syntactic, and textual organization as originally intended, was used by the students to link to articles of similar topics for further explorations of culture and language learning opportunities. Despite some technical difficulties with the computers, the collaboration between the two groups of students was successful, as can be seen from the positive and complimentary comments from the participants. The students’ e-forum entries demonstrated four types of intercultural competences: (A) interest in knowing other people’s way of life and introducing one’s own culture to others, (B) ability to change perspective, (C) knowledge about one’s own and others’ culture for intercultural communication, and (D) knowledge about intercultural communication processes.