The Design, Development and Evaluation of Intercultural Coommunicative Competence Learning Materials for High School Students
|關鍵字:||跨文化知能;溝通式英語教學法;網絡輔助語言學習;高中生;Intercultural Communicative Competence;Communicative Language Teaching;networked language learning;high school students|
經由文獻分析與需求分析結果，本研究以學生生活週遭環境為課程設計重心，將網路輔助跨文化語言學習課程規劃為三個單元，分別為「Self Introduction」、「My Ideal School Life」、以及「Video Conference」，設計相關教學流程、教學活動以及學習單，作為教師實際教學之參考，另外以問卷和評鑑準則的方式來進行學生的能力評估。此外以專家評鑑、教師評鑑、學習者課後滿意度問卷和訪談之方式，評估此課程之可行性與學習者滿意度。
As more and more people use technology to facilitate language learning, it also makes them easier to learn about other cultures via the internet. Nowadays, high school students are able to interact with people from other countries by using the internet, however, their English textbooks are lacking of learning materials about other cultures. Thus, this study aims to design, develop and evaluate an intercultural learning curriculum and its learning materials for high school students to enhance their understanding toward other cultures. This study reviewed relevant literatures of communicative competence, intercultural competence and networked learning, then combined the three above and use the Analysis—Strategy—Evaluation instructional design model proposed by Smith and Ragan (1999) in curriculum design. The revised curriculum contained three learning units: (1) Self Introduction; (2) My Ideal School Life; and (3) Video Project. Two instruments were created to evaluate the level of Intercultural Communicative Competence (ICC): the first one was the Intercultural Communicative Competence Inventory (ICCI), adapted from the Your Objectives, Guidelines and Assessment Form (YOGA) (Fantini, 2000, 2001) to evaluate student’s awareness, attitude, skill, and knowledge levels; and the second one was a set of rubrics to evaluate students’meta-awareness level. The major findings are as follows: (1) Intercultural competence is made up of five constructs—awareness, attitude, skill, knowledge, and meta-awareness; (2) results of needs analysis confirmed the need of such curriculum, and formative evaluation on learning materials was conducted. Students and curriculum experts showed positive attitude toward this curriculum; and (3) students demonstrated significant changes in their awareness and attitude scores. The study provided explanation of the decreases of awareness and attitudes, followed limitations and recommendations for researchers and teachers include the scope and design of intercultural-learning activities and future considerations of implementative logistics.
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