| 摘要: | 對學外語的學習者來說,學語言是致力於文法、單字、句法、發音等等。亦 即,純語言部分。卻忘記語言能力必須用於日常生活當中。因此,學語言不僅單 單學語言,因為還包含其他可能導致不同文化背景人士溝通失敗的因素。當我們 與相同母語的人溝通時,我們認為我們可以暸解並推測其語義,這假設也發生在 不同文化背景人士間的溝通。然而,我們卻忽略每個社會有各自的信仰、價值觀、 宗教、習俗等等。也因為如此,跨文化的對話常在我們無意到之間產生。
本研究主要目的在於測量台灣西語系應屆畢業生之語言-文化競爭力。此研 究是基於塞凡提斯學院之課程計畫的文化內容來設計問卷的。
借此,首先,我們會先探討文化要素以及它在外語教學中的運用。再者,我 們會介紹其他與跨文化競爭力相關的能力。最後,我們會採用歐洲共同語言參考 標準與塞凡提斯學院之課程計畫的文化內容來分析所設計的問卷。
For students of foreign languages, learning a language involves focusing on
grammar, vocabulary, phonetics, syntax, etc., ie the linguistic, forgetting that all these skills have to be used in real situations. Therefore, not enough to learn a new language in its appearance because it contains other factors that may cause you to fail in interpersonal community conversation in different cultures. When we communicate with another person of the same linguistic community, we assume that we could interpret and understand each other messages we want to convey; the same happens between partners from different cultures. However, we forget that each society has its own value judgments, beliefs, religions, customs, social norms, etc. varying one community to another. And so in intercultural communication conversation often we provoke conflicts and misunderstandings without giving account of such elements.
The aim of this study is to measure the linguistic-cultural competence of Taiwanese university students in their final year in the department of Spanish through the Spanish language. The study is based on analysis of the survey designed based on the cultural references of Cervantes Institute.
To do this, first, we present the concept of culture and its application in the field of teaching foreign languages. Secondly, we introduce the concept of various skills related to intercultural competence and, finally, analyze the data collected based on the IPPC questionnaire Instituto Cervantes. |
