融入跨文化溝通能力培養之初級華語教學實踐──以課堂情境會話活動為例

The Practice of Integrating Intercultural Communication Competence into Basic Level Chinese Teaching: Activities of Situational Conversation as Examples

在日本，第二外語華語課程是人文教育（核心基礎教育）之一環，如何在華語教學中兼顧外語學習的「實用性」與「人文教育價值」，使學生跨文化溝通能力獲得全面的發展，以提高外語教育的價值，是一個值得探討的問題。本文的教學實踐以涵蓋「知識」、「技能」及「情意」三面向的跨文化溝通能力培養為目標。在現行的教學條件限制下，教學內容以「語言」為主、「文化」為輔，安排任務型會話練習與各種文化對比講解等課堂活動，以及以溝通交際文化為題材的情境會話分析活動。實踐結果顯示，本文的情境會話分析活動為學生提供更真實的語言練習機會，能培養學生積極運用所學知識並積極溝通的態度。不僅如此，也引導學生思考溝通交際文化差異，讓學生在華語的實際運用中注意語言表達所隱藏的文化差異，因而採用得體的表達方式。

In Japan, Chinese courses as a second language are part of humanistic education (core basic education). It is worth discussing how to further enable students to achieve comprehensive development in intercultural communication competence and provide foreign language education more value by taking both“practicality”and“humanistic education value”into account when it comes to practicing Chinese teaching. The teaching practice in this article aims to enhance the intercultural communication competence including the following factors:“cognitive”,“behavioral”and“affective.”Under current teaching limitations, teaching contents are focused on“Language,”and supplemented by“Culture,”including the following classroom activities: Task-based conversation exercises, comparative explanations of various cultures, and situational conversation analysis activities based on communication culture. The practical results show that the situational conversation teaching design in this article provides students with more authentic opportunities to use the Chinese language they have studied and cultivates students' attitudes of actively using the knowledge they have learned into communication. Furthermore, it guides students to uncover the communication cultural differences concealed in language expressions, and eventually leads students to learn how to adopt appropriate expressions in cultural sense.