黃靖惠吳宣慈WU, HSUAN-TZU2019-08-29不公開2019-08-292014http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN060002032E%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92375本研究旨在探討東西方外籍教師在臺灣的教學場域中，所使用之跨文化溝通策略傾向，並試圖探究其溝通策略的使用是否受到本身文化背景之影響。二位研究對象分別是來自西方文化，在某企業的員工進修英語班兼職的加拿大籍教師(TC)；以及來自東方文化，在民間日語補習班教課的日籍教師(TJ)。 本研究採用文獻回顧法、參與觀察法、深度訪談法及內容分析法。研究發現整理如下： 一、 溝通表現與策略之比較 (一) 二位研究對象在開場、問與答及結束等大致是使用相同的方式，如皆運用閒聊於課程之中，以讓學生有機會發言。 (二) 在一些特殊事件上較能體現出兩者的差異，如課程或溝通中出現一些問題時，TC習慣用幽默化解，TJ則傾向直接道歉。 (三) TC使用率最高的前五項溝通策略依序為「手勢」、「迂迴陳述」、「限定性語聲」、「近似陳述」和「拼字」；TJ的前五名則是「視覺輔助」、「迂迴陳述」、「近似陳述」、「語碼轉換」及「身體動作」這五項策略。此外，兩人對溝通策略中之迴避策略都極少使用。 二、 影響溝通策略之因素 (一) 在文化方面，如碰觸、非正式空間表現等皆受研究對象母國文化影響。 (二) 教學方法方面，研究對象考量到教學而使用身體動作、限定性語聲及語碼轉換等策略。 (三) 在台灣學生特質上，TC的迂迴陳述、近似陳述、拼字策略，以及TJ的視覺輔助策略等等，皆是為配合台灣學生的學習習慣而生。 (四) 較為特殊的發現為，TC的手勢策略同時受到文化及教學兩方面之影響。 對於後續研究及跨文化教學場域，本研究亦提出相關建議。This study aims at investigating the tendency of cross-cultural communication strategies taken by foreign teachers (the oriental vs. occidental background) teaching in Taiwan, as well as finding out the influence of their cultural backgrounds on communication strategies. Of the two research subjects, TC, from Canada, teaches advanced English for the staff of a Taiwanese enterprise; TJ, from Japan, teaches Japanese at a civilian cram school. To meet the aims, this study undertakes literature review, participant observations, in-depth interviews, and content analysis. Research findings include the following two main aspects: 1. Communication performance and strategies (1) For the opening, Q& A, and ending of their language classes, both research subjects adopted similar approaches such as causal conversations to encourage students to speak and practice target languages. (2) Under certain circumstances, there were clear differences between the two subjects. For examples, TC tended to resolve problems popped up in class with a sense of humor, while TJ tended to apologize directly. (3) The top five communication strategies (in order of proportion) that TC used are: gesture, circumlocution, voice qualifiers, approximation, and spelling. TJ’s top five are: visual aids, circumlocution, approximation, code switching, and body movement. Both of them rarely performed avoidance strategies. 2. Factors that influence communication strategies (1) As far as cultural attributes are concerned, the research subjects carried out strategies including touching and informal interactions in the ways echoing their native cultures separately. (2) To assist teaching, body movements, voice qualifiers and code switching were adopted by the research subjects. (3) To cope with the learning characteristics of Taiwanese students, the research subjects adopted different strategies. Specifically, TC frequently used circumlocution, approximation, and spelling, while TJ utilized plenty of visual aids. (4) The heavy volume of gestures performed by TC was brought together with both cultural background and teaching experience, and this correspondence is unique. Finally included in this paper are further studies as well as suggestions for cross-cultural teaching contexts.外籍教師跨文化溝通溝通策略課堂觀察foreign teachercross-cultural communicationcommunication strategyclassroom observation