以提升跨文化溝通能力為目標之寓言學習模式探究

A Study of Teaching Allegory to Enhance Cross-Cultural Communication Competence

中國寓言反映了華人文化的思想特徵，本文因而以之發展為提升跨文化溝通能力的語言學習內容。為發展有效提升跨文化溝通能力的寓言學習模式，本文以理論分析法剖析跨文化溝通能力的各種元素與寓言學習要點，作為推論基礎；並以德懷術研究法，蒐集且分析專家與學習者的異同觀點，確認學習模式之構成要項。針對跨文化導向的寓言學習，本文提出了理解、體驗、綜觀的認知歷程理念，並據此為學習模式的篇章內容、課堂活動、作業任務等三大構面，發展出融合跨文化溝通能力元素的各分項要點。在篇章內容方面，應表現華人重要文化思想，並以經典成語出處、詼諧幽默、貼近學生生活經驗為優先考量，避免長篇或哲理深奧。課堂活動方面，除了利用視覺圖像理解故事之外，主要透過小組討論，使學生融入故事角色與情境、開掘並應用寓意、對比母語文化與華人文化。作業任務方面，可模擬不同對象與場合進行說故事錄音、模擬生活情境應用寓意與成語、與不同國籍同學合作寓言創作演出、續寫或改寫寓言。如此學習模式，以臺灣師範大學國際華語與文化學系大二國際學生為對象，進行了實證教學與成效施測，結果發現，達成理想指標的學生比例達71.88%，顯見本文發展之寓言學習模式，確實有助於提升二語學生的跨文化溝通能力。

Classical Chinese allegories strongly reflect the essential characteristics of Chinese culture; consequently, this study built a Chinese allegory learning module for the purpose of enhancing CSL/CFL students' cross-cultural communication (CCC) competence. This study utilized the theoretical analysis method as a foundation from which to infer and analyze the various elements of CCC competence and the principles of teaching allegories. As well, the Delphi technique research method was utilized in collecting and analyzing the viewpoints of language teaching experts and language learners, subsequently developing this learning module's three constructs. With regards to these three constituents, which are allegory selection, classroom activities and assignments, this study employed a cognitive procedure of sequencing Perception, Experience and Synthesis, blended with essential elements of CCC competence, in developing all components for the three constructs. For allegory selection, works which exemplified the ideology of Chinese thought, contained classical idioms were the preferred material. As pertaining to classroom activities, in addition to utilizing visual imagery to understand the stories, students were led to uncover and apply the implicit meanings and contrast their native culture with that of Chinese people. Assignments included in-character storytelling recordings, simulations of daily-life applications of the implied meanings and idioms. This learning module was evaluated empirically through actual teaching of students of varying nationalities from the Department of Chinese Language and Culture Program for International Students at National Taiwan Normal University; when analyzed for efficacy, attained target CCC competency, clearly demonstrating this learning module as quite conducive to enhancing CSL/CFL students' CCC competence.