检查在服务前培训期间培训人员的跨文化沟通能力发展的重要性
Shan He1, Zhixin Wang1, Tianyu Wang2
1College of International Chinese Language Education, Yunnan Normal University, Juxian Street, Chenggong District, Kunming, Yunnan Province, 650500, China.
Journal of psycholinguistic research
|February 14, 2024
概括
预服务中文作为第二语言 (CSL) 教师需要更好的跨文化沟通能力 (ICC) 培训,特别是行为技能. 计算机辅助语言学习 (CALL) 和有针对性的文化培训可以提高他们在国外的有效性.
科学领域:
- 语言学的语言学.
- 教育教育教育教育教育教育.
- 跨文化研究 跨文化研究
背景情况:
- 预服务中文作为第二语言 (CSL) 教师在国外教学时经常面临跨文化沟通的挑战.
- 现有的培训可能没有充分地为他们准备跨文化互动的复杂性.
研究的目的:
- 调查服务前CSL教师的跨文化沟通能力 (ICC).
- 确定其国际刑事法院的特定弱点.
- 提出加强ICC培训的战略.
主要方法:
- 对217名CSL预服务教师进行了跨文化敏感度量表 (ISS) 和跨文化有效性量表 (IES).
- 分析了定量数据,以评估ICC的情绪和行为方面.
主要成果:
- 服务前的CSL教师表现出强大的情感能力,但在跨文化沟通中表现出较弱的行为技能.
- 在交互式控制,放松,身份管理,信息技能和行为灵活性方面注意到了具体的缺陷.
结论:
- 改善ICC培训对于服务前的CSL教师至关重要.
- 计算机辅助语言学习 (CALL) 可以提供宝贵的实践和支持.
- 培训应侧重于东道国的教育和工作文化,而不仅仅是一般信息.
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