教育国际合作项目参与者的跨文化敏感与效力研究——基于“中国-加拿大教师教育和学校教育互惠学习”项目的个案分析
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摘要
本研究以"中国与加拿大教师教育和学校教育互惠学习"(简称RLTESECC)项目为例,对中方项目参与者(N=62)的跨文化敏感与效力的总体水平、相关关系和影响因素进行考察。结果发现:项目参与者的跨文化敏感与跨文化效力总体处于中等水平,二者存在着显著的正相关性;个人因素中,只有外语水平和出国经历对跨文化效力的某些要素有影响。项目进一步实施过程中,应加强项目参与者的跨文化交际能力,尤其要关注其内在真实的情感倾向,促使其成为真正的"局内人"。
This research examines the overall levels,correlations and influential factors of the intercultural sensitivity and effectiveness of sixty-two participants who took part in Reciprocal Learning in Teacher Education and School Education between Canada and China(RLTESECC).There are three research findings.Firstly,the participants' intercultural sensitivity and effectiveness are generally at the moderate level.Secondly,there is a significant positive correlation between intercultural sensitivity and intercultural effectiveness.Finally,among the personal factors,only foreign language proficiency and overseas experience have an impact on some elements of intercultural effectiveness.To make progress in implementation of the project,more attention should be paid to improving the participants' intercultural communication abilities,especially to their true emotional inclinations so as to make them the real participants.
This research examines the overall levels,correlations and influential factors of the intercultural sensitivity and effectiveness of sixty-two participants who took part in Reciprocal Learning in Teacher Education and School Education between Canada and China(RLTESECC).There are three research findings.Firstly,the participants' intercultural sensitivity and effectiveness are generally at the moderate level.Secondly,there is a significant positive correlation between intercultural sensitivity and intercultural effectiveness.Finally,among the personal factors,only foreign language proficiency and overseas experience have an impact on some elements of intercultural effectiveness.To make progress in implementation of the project,more attention should be paid to improving the participants' intercultural communication abilities,especially to their true emotional inclinations so as to make them the real participants.
引文
[1]CHEN G M.Enhance intercultural communication competence[J].China Media Research,2006,2(3):100-101.
[2]胡艳.大学生跨文化交际敏感度调查[J].外语界,2011(3):68-73.
[3]FRIT W,MOLLENBERG A,CHEN G M.Measuring intercultural sensitivity in different cultural context[J].Intercultural Communication Studies,2000,11(74):1-21.
[4]叶敏,安然.短期来华留学生跨文化敏感与效力分析[J].高教探索,2012(3):102-106.
[5]杨静.提高大学生跨文化交际能力的实证研究[J].重庆大学学报(社会科学版),2013,19(6):174-179.
[6]CHEN G M,STAROSTA W J.The development and validation of the intercultural sensitivity scale[J].Human Communication,2000,3(1):1-15.
[7]TAMRA P,CHEN G M.The development and validation of the intercultural effectiveness scale[J].Intercultural Communication Studies,2010,19(3):21-37.
[8]戴晓东.跨文化交际理论[M].上海:上海外语教育出版社,2011:2.
(1)参与该项目的加方合作伙伴主要包括:加拿大温莎大学、加拿大多伦多大学/安大略教育研究所、温莎大埃塞克斯地区学区委员会、多伦多学区委员会;中方合作伙伴有西南大学、华东师范大学、东北师范大学、中国外语教育研究中心/北京外国语大学。
[2]胡艳.大学生跨文化交际敏感度调查[J].外语界,2011(3):68-73.
[3]FRIT W,MOLLENBERG A,CHEN G M.Measuring intercultural sensitivity in different cultural context[J].Intercultural Communication Studies,2000,11(74):1-21.
[4]叶敏,安然.短期来华留学生跨文化敏感与效力分析[J].高教探索,2012(3):102-106.
[5]杨静.提高大学生跨文化交际能力的实证研究[J].重庆大学学报(社会科学版),2013,19(6):174-179.
[6]CHEN G M,STAROSTA W J.The development and validation of the intercultural sensitivity scale[J].Human Communication,2000,3(1):1-15.
[7]TAMRA P,CHEN G M.The development and validation of the intercultural effectiveness scale[J].Intercultural Communication Studies,2010,19(3):21-37.
[8]戴晓东.跨文化交际理论[M].上海:上海外语教育出版社,2011:2.
(1)参与该项目的加方合作伙伴主要包括:加拿大温莎大学、加拿大多伦多大学/安大略教育研究所、温莎大埃塞克斯地区学区委员会、多伦多学区委员会;中方合作伙伴有西南大学、华东师范大学、东北师范大学、中国外语教育研究中心/北京外国语大学。