A Graphic Approach to Teaching Communication-Concerned, Culture-General Constructs
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Date
2007-03-??
Authors
常紹如
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Publisher
國立台灣師範大學英語學系
Department of English, NTNU
Department of English, NTNU
Abstract
文化在本地之英語教學中雖逐年受到重視，但文化教學卻常侷限於幾個傳統常見的題目，如節慶、禮節、和文學作品。這些文化內容雖兼具趣味及知識性，但仍存有 數項缺點，如涵蓋範圍過於狹隘、對標地文化之著墨過於片段不全、只介紹文化內容而忽略致使其存在之時空因素，以及文化內容與語言及溝通行為間關係不夠密切 等。為導正此等現象，本文提出以圖形／圖象方式來介紹文化信仰及價值觀（即所謂的深層文化）之另類教學法。此教學法於現階段先鎖定三個與溝通行為密切相關 的文化類型建構－－即個人／集體主義、高／低情境文化、及權力位階差異－－並將其意涵以較具體之圖形／圖象方式來呈現。此圖形／圖象教學法之後實地運用於 教授一暑期高中英語營之『語言與文化』課程。試教結果顯示此教學法能有效改變學習者對文化信仰及價值觀的刻板印象，即文化信仰及價值觀常抽象難懂且枯燥乏 味。參與此課程之學員肯定此教學法可有效幫助記憶學習內容、分析一文化之語言行為、及提升文化學習之興趣。本文最後就如何在高中以下階段實施此教學法以及 後續如何充實並進一步檢定此教學法成效等議題，提出數點建議。
Although culture has increasingly received more attention in the local English classroom, its instruction has largely been limited to such conventional topics as festivals, etiquette, and literary works. Interesting and informing as it is, culture instruction of this nature is restricted in scope, fails to put together a more comprehensive picture about the target culture, focuses only on the "what" but overlooks the "how so" element of a culture, and is often peripheral to the use of language or communication behaviors. To redress these problems, a graphic approach was conceived to impart deep culture, or cultural values and beliefs. In the current development of the approach, three communication-concerned, culture-general constructs-individualism-collectivism, high- and low-context culture, and power distance--were selected, of which the meanings are transformed into and represented by symbols and graphics to facilitate comprehension. Application of the approach at a one-time Language and Culture class of 39 senior high school students at an English camp showed that the approach was effective in modifying the learners' perceptions that cultural values and beliefs are abstruse and dull. The class attendants also confirmed that the approach could effectively help them retain their memories of the contents, assist them in analyzing language behaviors in different cultures, and prompt their interest to study cultures. Suggestions are then given about how the approach can be applied to students at a lower schooling level and how it can be further developed and tested for its teaching effects.
Although culture has increasingly received more attention in the local English classroom, its instruction has largely been limited to such conventional topics as festivals, etiquette, and literary works. Interesting and informing as it is, culture instruction of this nature is restricted in scope, fails to put together a more comprehensive picture about the target culture, focuses only on the "what" but overlooks the "how so" element of a culture, and is often peripheral to the use of language or communication behaviors. To redress these problems, a graphic approach was conceived to impart deep culture, or cultural values and beliefs. In the current development of the approach, three communication-concerned, culture-general constructs-individualism-collectivism, high- and low-context culture, and power distance--were selected, of which the meanings are transformed into and represented by symbols and graphics to facilitate comprehension. Application of the approach at a one-time Language and Culture class of 39 senior high school students at an English camp showed that the approach was effective in modifying the learners' perceptions that cultural values and beliefs are abstruse and dull. The class attendants also confirmed that the approach could effectively help them retain their memories of the contents, assist them in analyzing language behaviors in different cultures, and prompt their interest to study cultures. Suggestions are then given about how the approach can be applied to students at a lower schooling level and how it can be further developed and tested for its teaching effects.