高中生透過視訊會議學習文化之經驗
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2012
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過去十年來文獻上對於視訊融入外語教學的興趣有增無減。將視訊融入外語教學顯而易見的益處有：使學習者擁有更好的語言使用能力、低度焦慮感、還有更棒的跨文化理解能力。成功的跨文化視訊交流可定義為：交流者高度的參與行為、視訊中友善的氛圍、參與者正向的評價、以及跨文化溝通能力的啟動。除此之外，新興議題像「失敗的溝通」、「表面性」也開始在文獻中被學者所探討。
本研究旨在探討英文學習者對於跨文化視訊交流的觀感，以及在跨文化視訊交流中語言及文化兩方面的行為表現及其原因。四十六位來自東臺灣一所高中的學生參與為期六週的文化交流課程。文化交流課程於每週一堂英文課及每週一天放學後的一小時實施。六週後，學生們便和美國高中生進行三次的視訊文化交流。對於如何於視訊中互動與交流，教師也給予訓練並指導如何用英文介紹臺灣文化。三次視訊會議過程皆有錄影。三次視訊之間及結束後，學生也填寫回饋單和與研究者面談。
錄影中顯示，在語言方面，這四十六位臺灣學生多有在視訊前稱讚美國學生的外表，也常用實物和中文取代英文單詞。在訪談中，臺灣學生表達有些時候他們不夠有自信使用英文單詞，且有時臨時想不到該單詞的英文說法；就文化行為方面，臺灣學生在回饋單中表達他們的情緒在視訊會議中是興奮的，而錄影中也可看出臺灣學生常使用問句和廣告式的語言推銷臺灣文化。學生在回饋單中提出他們一方面崇尚西方文化，但另一方面又以臺灣文化為榮，且因急於把對方納進內在團體的關係中，導致對方似乎覺得自己太過熱情；其它零星的個案如臨時表演中國樂器、即席用短劇表達溝通不良的單詞更呼應了臺灣學生在訪談中提到的「非語言溝通」在視訊會議中的重要性。而錄影、訪談和回饋單也皆顯示個性開放度對於跨文化學習之不可或缺性。本研究也提出上了教學上的建議，也提出了可改善的地方，以提供將來研究之參考。
The past decade has witnessed a growing interest in integrating videoconferencing into foreign language classrooms. Benefits such as improved language skills, lower-level anxiety, and better intercultural understanding have been reported in various studies. Successful videoconferences are those involve high level participation, friendly atmosphere, positive evaluation, and promotion of intercultural communicative competence. Issues such as “failed communication” and “superficiality” have started emerging in the field. The current study probes into learners’ perceptions of intercultural videoconferences, learners’ language and culture behaviors. Forty-six participants from a senior high school in eastern Taiwan participated in culture-learning English courses, which were instructed one hour in class and one hour after school each week, lasting for six weeks. During the six weeks, students were trained and given tips on how to introduce Taiwanese cultures in English, and participated in three intercultural videoconferencing activities with students in U.S.A. The process of the three intercultural videoconferences was videotaped. Written feedback and interviews were administered between first and second, and, between the second and third videoconference. From the videotapes, results show that in language aspect, the forty-six Taiwanese students compliment a lot on American students’ appearances, and the use of real objects and Chinese to replace English words is frequent. In the interviews, they reported that they are not confident enough to use English vocabulary, and still often think in Chinese. In cultural perspective, Taiwanese point out in their written feedback their excited emotions. Constant use of questions and commercial-style language is also shown in the videotapes. Possible causes may be on the one hand, students possess admiration toward western cultures and on the other hand, students are proud of Taiwanese cultures. Taiwanese students are too eager to draw American students into their “in-group” relationships while American students find them too passionate. Other incidents happened in the videoconferences such as impromptu Chinese music display and unprepared mini drama to bridge the miscommunication gap correspond to students’ mentioning of the importance of “non-verbal communication”. Videotapes, interviews, and written feedback all reveal the indispensability of openness in intercultural learning. The study also proposes suggestions regarding cultural teaching and room for improvement for future study.
The past decade has witnessed a growing interest in integrating videoconferencing into foreign language classrooms. Benefits such as improved language skills, lower-level anxiety, and better intercultural understanding have been reported in various studies. Successful videoconferences are those involve high level participation, friendly atmosphere, positive evaluation, and promotion of intercultural communicative competence. Issues such as “failed communication” and “superficiality” have started emerging in the field. The current study probes into learners’ perceptions of intercultural videoconferences, learners’ language and culture behaviors. Forty-six participants from a senior high school in eastern Taiwan participated in culture-learning English courses, which were instructed one hour in class and one hour after school each week, lasting for six weeks. During the six weeks, students were trained and given tips on how to introduce Taiwanese cultures in English, and participated in three intercultural videoconferencing activities with students in U.S.A. The process of the three intercultural videoconferences was videotaped. Written feedback and interviews were administered between first and second, and, between the second and third videoconference. From the videotapes, results show that in language aspect, the forty-six Taiwanese students compliment a lot on American students’ appearances, and the use of real objects and Chinese to replace English words is frequent. In the interviews, they reported that they are not confident enough to use English vocabulary, and still often think in Chinese. In cultural perspective, Taiwanese point out in their written feedback their excited emotions. Constant use of questions and commercial-style language is also shown in the videotapes. Possible causes may be on the one hand, students possess admiration toward western cultures and on the other hand, students are proud of Taiwanese cultures. Taiwanese students are too eager to draw American students into their “in-group” relationships while American students find them too passionate. Other incidents happened in the videoconferences such as impromptu Chinese music display and unprepared mini drama to bridge the miscommunication gap correspond to students’ mentioning of the importance of “non-verbal communication”. Videotapes, interviews, and written feedback all reveal the indispensability of openness in intercultural learning. The study also proposes suggestions regarding cultural teaching and room for improvement for future study.
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Keywords
文化教學, 視訊交流, 跨文化學習, Cultural Teaching, Videoconferencing Interaction, Cross Cultural Learning