国际中文教育志愿者跨文化交际能力发展研究

Abstract

With the continuous enhancement of China’s economic strength and the constant deepening and expansion of international exchanges and cooperation, Chinese language teaching is booming overseas. They are a main force of overseas Chinese language education. Ever since 2004, China has been sending volunteer Chinese language teachers all over the world. Volunteer Chinese language teachers carry out the mission of teaching Chinese language and promoting Chinese culture overseas, and make important contributions to meet the needs of Chinese language learning around the world and deepen the understanding between China and the world. Their intercultural communication competence is directly related to whether they can adapt to life overseas and carry out Chinese teaching successfully. In order to construct a theoretical framework of intercultural communication competence of volunteer Chinese language teachers, this paper, based on Spitzberg’s and Chen Guoming & Starosta’s definitions of intercultural communication competence and Professional Competence Standards for International Chinese Language Teachers, this paper first defines the intercultural communication competence and clarifies the five elements of intercultural communication of volunteer Chinese language teachers based on the five elements of intercultural communication competence proposed by Byram. Then, on the bases of Belay’s “Interactive- multicultural building” model and other scholars’ researches on intercultural communication competence at cognitive, emotional and behavioral levels, this paper points out that Chinese culture emphasizes the unity of knowledge and practice, besides the knowledge of intercultural communication is the foundation of intercultural communication competence, the cognitive level of intercultural communication competence of volunteer Chinese language teachers should include the understanding and mastery of different cultural knowledge about China and the countries in which they teach Chinese and the intercultural communication theoretical knowledge. Thus, the study about intercultural communication competence of volunteer Chinese language teachers should include the cognitive (knowledge) level, the emotional level and the behavioral level. In addition, based on Standards for International Chinese Teachers and Professional Competence Standards for International Chinese Language Teachers, and the three scales for measuring intercultural communication competence put forward by Chen Guoming’s together with the scales revised by Ren Xiaofei, the study puts forward three scales of intercultural communication awareness, sensitivity and effectiveness for measuring intercultural communication competence of volunteer Chinese language teachers and the corresponding expert evaluation scales. Next, based on the theory of teacher development, this paper proposes the development stage of international Chinese education volunteers, which lays a theoretical foundation for the questionnaire survey. Finally, the intercultural communication identity construction of volunteer Chinese language teachers is proposed to enrich the theoretical framework. This research is divided into two parts, the first part is a self-evaluation of the development of their intercultural communication competence of volunteer Chinese language teachers based on the survey before and after teaching, along with the interview. In this part, 137 volunteer Chinese language teachers who teach in different countries are surveyed and 15 of them are interviewed, along with 5 former volunteer Chinese language teachers who are still teaching Chinese language abroad. The second part is the evaluation and interview of the experts on the intercultural communication competence of volunteer Chinese language teachers. In this part, 20 experts in related fields were surveyed and 9 of them were interviewed. Based on the comparison of the volunteer teachers’ self-evaluation questionnaires before and after teaching and the experts’ questionnaire, this paper examined the development status of their intercultural communication competence in the perspectives of intercultural awareness, intercultural sensitivity and intercultural effectiveness, and finds out that the overall development of their intercultural communication competence shows an upward trend, but there are some differences in the development of these three dimensions. Generally speaking, the development of their intercultural communication awareness dimension is greater than that of intercultural communication sensitivity and intercultural communication effectiveness. The survey also finds out that volunteer Chinese language teachers have the following problems in their intercultural communication competence development, they are insufficient intercultural communication knowledge , superficial in their understanding of Chinese culture, inadequate in their attention to and respect for “detailed” cultural differences, not having enough interaction confidence and interaction relaxation, and further improvement in information skills and identity maintenance ability are still needed. Based on volunteers’ feedback and experts’ advice, together with the materials from Language Cooperation Center website and the intercultural communication cases provided by the interviewed volunteer Chinese language teachers, this paper analyzes the various factors that affect the development of the intercultural communication competence of volunteer Chinese language teachers. On this basis, suggestions are put forward from three aspects: the strategies the countries and schools in which they teach can adopt, the improvement of volunteer Chinese language teachers’ competence and career planning, and the advancement of talent training and selection mode in China, thus to explore the ways and effective strategies to improve their intercultural communication competence. This paper makes an attempt to construct the theory of intercultural communication competence of volunteer Chinese language teachers, and carries out a relatively extensive investigation and research, and actively explores the strategies for improving intercultural communication competence of volunteer Chinese language teachers. However, there are still some shortcomings in this study, it is necessary to further enrich and improve the relevant theoretical system, strengthen the cross-disciplinary study to draw on the theories and methods of other disciplines, expanding research horizons and ideas, pay more attention to on-the-spot investigation and empirical research to deepen data and case analysis, study intercultural communication competence of volunteer Chinese language teachers in different countries and regions, delve the application and promotion of research findings and focus more on the sustainability of the research.

随着中国经济实力的不断增强，国际交流与合作的不断深入和扩大，汉语国际教育在海外蓬勃发展。国际中文教育志愿者是海外汉语教育的主力军，自2004年以来中国已派志愿者遍布全球，他们肩负着汉语教学与促进中国文化走出去的使命，为满足世界各地中文学习需求、加深中国与世界的了解作出了重要贡献。国际中文教育志愿者跨文化交际能力关系到他们能否适应在海外生活和顺利开展汉语教学工作。为了构建国际中文教育志愿者跨文化交际能力发展理论框架，本文在Spitzberg以及陈国明和 Starosta对跨文化交际能力定义的基础上，根据《国际汉语教师专业能力标准》，首先，确立了国际中文教育志愿者跨文化交际能力的定义,并在Byram所提出的跨文化交际能力五要素的基础上，本文进一步的明确了国际中文教育志愿者跨文化交际的五要素。其次，基于Belay的“互动-多文化建立”模式和其他学者在认知、情感和行为三个层面对跨文化交际能力所做的研究，本文指出中国文化强调“知行合一”，对跨文化交际知识的掌握是跨文化交际能力的基础，国际中文教育志愿者跨文化交际能力的认知层面应该包括对中国和任教国不同文化知识和跨文化交际理论知识的了解和掌握，国际中文教育志愿者跨文化交际能力研究应该包括认知（知识）层面、情感层面和行为层面。此外，结合《国际汉语教师标准》和《国际中文教师专业能力标准》和陈国明跨文化交际能力三大量表及任晓霏修正的量表，本研究设计了国际中文教育志愿者跨文化交际意识、敏感度和效力三大自评量表和对应的专家评价表。此外在教师发展相关理论的基础上，提出国际中文教育志愿者发展阶段，为问卷调查的开展奠定了理论基础。最后，本文提出了国际中文教育志愿者跨文化交际身份构建，进一步完善理论框架。本研究的调查分为两部分，其中第一部分为国际中文教育志愿者跨文化交际能力调查志愿者自我评价和访谈，该部分对在不同国家任教的137名国际中文教育志愿者任教前和任教后的跨文化交际发展状况进行了问卷调查，并对其中15位以及5位目前仍国外从事国际中文教育的往届志愿者教师进行了访谈；第二部分为国际中文教育志愿者跨文化交际能力调查专家评价和访谈，该部分对20位相关领域的专家进行了问卷调查，对其中9位进行访谈。基于志愿者任教前后自评情况的对比和专家问卷等，本文对从跨文化交际意识、敏感度和效力三个维度对国际中文教育志愿者的跨文化交际能力的发展状况进行了调查分析。研究发现他们的跨文化交际能力总体发展成上升趋势，但是这三个维度的发展状况存在一定差异。概括来讲，他们的跨文化交际意识维度的发展上升幅度大于跨文化交际敏感度和跨文化交际效力方面。调查还发现国际中文教育志愿者跨文化交际能力方面存在如下问题：跨文化交际知识有待进一步的提升、对中国文化理解不够深刻、不够注意和尊重文化“细节”差异、互动信心不足、互动松弛不够、讯息技巧和身份维护能力不足。根据志愿者反馈和专家建议，并结合语合中心网站和志愿者教师分享的跨文化交际案例等文献资料，本文分析了影响国际中文教育志愿者跨文化交际能力发展的各方因素。在此基础上，本文从任教国和任教学校方面提升策略、志愿者自身能力提升和职业规划和中国方面人才培养选拔模式提升三个方面提出建议，探究提升国际中文教育志愿者跨文化交际能力的培养途径和有效策略。本文在国际中文教育志愿者跨文化交际能力理论构建方面做出了尝试，并开展了较为广泛的调查研究，也积极探索了国际中文教育志愿者跨文化交际能力的提升策略。但是本研究还存在一定的不足之处，在后续研究中还需要不断丰富和完善相关理论体系、加强跨学科研究，借鉴其他学科的理论和方法，拓展研究视野和思路、更加注重实地考察和实证研究以深化数据和案例分析、深入细化比较研究不同国家和地区的志愿者跨文化交际能力、探究研究成果的应用和推广和更加注重研究的可持续性。