新南向產學合作專班與本國籍學生混成學習實踐社群之運作及其影響

The Implementation and Influence of Practicing Blend Learning of International Students in New Southbound International Programs including Industry-Academia Collaboration and Native Students of Taiwan

自新冠肺炎疫情以來，新南向產學合作國際專班的華語生員額最不受影響。然而，迄今占境外生最多比例的新南向華語文教學卻少見學界討論。本研究在十八週實體授課之外，搭配四次線上跨文化交流及教與學，探討混成模式如何發展和影響跨文化溝通能力，以及數位環境如何發展並影響社群意識和自我調節。本研究採用質性研究的民族誌式言談分析法，觀察與分析北部某科技大學混成學習實踐社群的跨文化溝通歷程。研究發現，混成學習實踐社群提高跨文化溝通的敏覺力、覺察力與熟練度。此外，混合搭配多樣數位工具、建構完善的數位輔助學習環境，可加深雙方學習者目標語的語言和文化的沉浸程度，並藉此提升社群意識和自我調節。本研究結果可作為後疫情時代發展以跨文化溝通為本的外語或二語課程參考。

Since the spread of COVID-19, L2 Chinese language learners of International Programs of Industry-Academia Collaboration have been less affected. However, L2 Chinese language education for this group has rarely been discussed so far. In this study, a qualitative approach and ethnologic discourse analysis were used. In addition, it is based on teacher as researcher and the participants were recruited from a university of science and technology in northern Taiwan. The teacher combined four online intercultural communications as well as teaching and learning into 18 weeks of physical lectures. This research aims to discuss how the blended community of practice (CoP) model developed and affected intercultural communication competences, and how the digital environment developed and affected community awareness and self-regulation. Results reveal that blended CoP enhances sensitivity, awareness, and adroitness. In addition, matching various digital tools to construct a complete digital assisted learning environment can deepen the immersion of both local and international learners in the target language and culture, and thereby enhance community awareness and self-regulation. The results can serve as a reference for developing foreign/second language education in the post-pandemic era based on intercultural communication.