跨文化交际能力教学中的教师认知：对中国香港特区职前汉语教师的质性研究
Teacher cognition in teaching intercultural communicative competence: A qualitative study on preservice Chinese language teachers in Hong Kong SAR, China.
作者信息
Gong Yang Frank, Lai Chun, Gao Xuesong Andy, Li Guofang, Huang Yingxue, Lin Lin
机构信息
Faculty of Education, University of Macau, Macau, Macau SAR, China.
Faculty of Education, University of Hong Kong, Hong Kong, Hong Kong SAR, China.
出版信息
Front Psychol. 2022 Jul 28;13:939516. doi: 10.3389/fpsyg.2022.939516. eCollection 2022.
The purpose of this study is to examine preservice Chinese language teachers' cognition in teaching intercultural communicative competence. In the study we collected data through in-depth interviews with seven preservice teachers in a Master of Education program (Teaching Chinese as a Second Language, TCSL) at a university in Hong Kong SAR, China. The findings indicated that the participants had a relatively positive attitude and inclination toward the development of students' intercultural communicative competence, while their conceptualizations of culture tended to be static and ambiguous. In addition, the participants' objectives in teaching intercultural communicative competence were found to be more attitude-than knowledge- or skill-oriented. The study offers valuable insights that preservice language teachers' cognition plays a crucial role in their future professional development and calls for curricular innovations with intercultural aims in teacher education programs.
本研究旨在考察职前汉语教师在跨文化交际能力教学方面的认知。在研究中，我们通过对中国香港特别行政区一所大学教育硕士课程（对外汉语教学，TCSL）中的七名职前教师进行深度访谈来收集数据。研究结果表明，参与者对培养学生的跨文化交际能力持相对积极的态度和倾向，然而他们对文化的概念化理解往往是静态且模糊的。此外，研究发现参与者在跨文化交际能力教学中的目标更多地是以态度为导向，而非知识或技能导向。该研究提供了宝贵的见解，即职前语言教师的认知在其未来的专业发展中起着至关重要的作用，并呼吁在教师教育项目中开展具有跨文化目标的课程创新。
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