對外漢語課堂中的跨文化教學：泰國國際漢語教師跨文化教學意識研究

Teaching Intercultural Communicative Competence in the Foreign Language Classroom:A Study on Chinese Language Teachers’ Cognition in Thailand

在全球化的大背景下，人們對語言教學的要求和認識發生了重要變化，跨文化交際能力已經成為語言教學的一個重要導向和核心目標，培養和提升語言學習者的跨文化交際能力是語言教師新的責任。在語言教學中，教師的意識與其課堂活動有著密切的聯繫，具備良好的跨文化教學意識是教師有效進行跨文化實踐的前提和基礎。目前，語言教師跨文化教學意識研究絕大多數是以英語作為第二語言或外語教學為背景，而且對影響此種意識的因素探究甚少。儘管當前國際漢語教學在整個世界蓬勃發展，但是關於國際漢語教師跨文化教學意識的研究還基本上處於空白階段，這因此也成為一個亟待解決的問題。基於半開放式問卷和半開放式訪談，本研究探討了三十位泰國國際漢語教師的跨文化教學意識，也進一步理清了影響跨文化教學意識的相關因素。量化資料和質化資料共同表明，參與研究的教師主要傾向於為學生傳授中華文化知識和與中國有關的文化事件，而並不注重學生跨文化交際態度及實際能力的改善。在教學活動中，漢語教學大綱的設計、教師受到的教育和培訓、漢語教材、學生對文化學習的興趣等因素都在不同程度上制約著教師的跨文化教學意識。研究結果說明，泰國國際漢語教師需要不同方面的支援以提升自身的跨文化教學意識，其中有效的教師培訓將會使他們更好地扮演「跨文化國際漢語教師」的角色。

Cross-cultural and pluriligual encounters have become increasingly frequent in the world due to the death of distance brought along by the advancement information and communication technology (ICT) and the growing globalization. Policymakers， researchers and learners in educational settings are increasingly paying attention to the role of language teachers in teaching intercultural communicative competence in the language classroom. Because of the close connection between teacher cognition and teacher practices， this study explored how Chinese language teachers perceived intercultural education in the Chinese as a foreign language classroom in Thailand， and data were collected from thirty teachers by means of a questionnaire and personal interviews. It was revealed that the teachers preferred to transmit cultural facts and knowledge while lacked a clear conception of improving students’ intercultural attitudes and skills. A number of factors affecting their cognition in teaching intercultural communicative competence were also found. The findings from this empirical study have implications for intercultural education in the field of teaching Chinese as a foreign language.