期間本人在大會安排的時間 (Wednesday, August 24, 2011, 11:40-12:10)
計畫編號 NSC 100 － 2410 － H －011 －024 －
(英文)
The 2011 World Congress of Applied Linguistics發表論文 題目
(中文)
在全球化與在地化的十字路口的跨文化學習(英文)
Cross-cultural Learning at the Crossroads of Globalization and Localization2
和地點 (INT 002, Para Room 28) 發表論文。論文題目為: “Cross-cultural Learning at the Crossroads of Globalization and Localization”(詳見附件二 & 三)。
另外，也參加多場與本年度研究主題相關，由世界各國學者所發表的論文的場次。
二、與會心得
此行收穫最大是參加了數場大會所主辦的論壇 (Invited Symposium); 共 有三大主題，其中之兩大主題與本年度的研究主題密切相關，一為 Language for Specific Purposes (LSP): From disciplinary specificity and (critical) genre analysis to contextual and intercultural aspects of specialized discourse，共有 6 篇論文在此主題下發表，參加了其中的 5 場 (1. Making ESP relevant to the world of professions: Insights from critical genre analysis presented by Dr. Vijay Bhatia; 2. Disciplinary specificity in EAP writing presented by Dr. Ken Hyland; 3. Culture in LSP presented by Dr. Ulla Connor; 4. Identity and cross-cultural issues in LSP research presented by Dr. Maurizio Gotti, and 5. Genre analysis as a tool to develop ESP genre-based materials in an online teacher development course presented by Dr. Rosinda Ramos。
另一個主題為(Dis)ordered processes of globalization : Policing language identities 共有兩大場次 (I) (II)，共有 10 論文發表，我參加了其 中 4 場與我研究相關的論文參加，分別是 1. A glocalization perspective of studying media discourses in cultural China presented by Dr. Doreen Wu;
2. Identity and (dis)orderliness in translocal practices online presented by Dr. Sirpa Leppane; 3. Voicing identities: An ethnographic study of the globalised Chinese in the late modernity presented by Dr. Jie Dong, and 4. Exploring a new order: Towards and beyond the legitimate L2 speaker presented by Dr. Yihong Gao.
由於此兩大論壇主題與本年度的研究主題密切相關，所以對本年度的研究議 題的啟發與探究非常有幫助。另外，本年度的大會更安排了一個新興主題：
Dynamic systems/complexity theory as a new approach to second language development (I) (II)，本議題雖與本年度研究主題無直接相關，但有機會藉此
3
6 天(8/23-28)，此次大會有近 2000 位來自世界各地的學者，參加本年度的大 會。由於本年會每三年舉辦，有充分的時間準備，且會期有 6 天，研討會的 主題涵蓋面向多元且深入；在大會期間的收穫，遠多過於參加 3 個舉辦 2 天 的研討會，論文發表人能減少舟車勞頓，尤其是參加國外會議論文發表；此 外可以針對主要的主題，深入了解。建議論文發表人，可以考慮將研究成果，
發表於天數較長且具規模與學術地位的年會。
此大型的年會，由於三年才舉辦一次，且具規模與歷史，建議國內相關 年會爭取主辦，吸引更多人到台灣，提升台灣應用語言界的國際能見度及研 究能量。
四、攜回資料名稱及內容
本次會議主要帶回第 16 屆世界應用語言學大會會議論文摘要(The 16th
World Congress of Applied Linguistics Conference Program Abstracts，
見附件四)，及 Conference Program (見附見五)。這些資料除了讓我更進一 步掌握所有與會場次的內容，也讓我不會有遺珠之憾，對於其他有興趣的講 題，可以透過所附上的論文摘要和講者的個人資料，有機會研讀、吸收、透 過電子郵件與世界各國學者作進一步請教。
五、銘謝
感謝國科會補助出席此次國際學術會議，此行的收穫，對於本學年度的 計畫論文發表，受益良多；論文已獲接受通知，預定於明年二月刊登在 Studies of Language Teaching and Literature (SELL)。
4
附件一
申請出國參加國際會議簽陳
5
附件二 論文接受發表通知
6
7
8
附件三
接受發文論文之摘要 Abstract
Cross-cultural learning at the crossroads of globalization and localization In response to the trend of globalization, the concept of “glocalization” has been widely used at local levels. Glocalization emphasized the interactions between globalization and localization, two forces that have placed tremendous demands on people living in the 21st century. As a result, cross-cultural communication has been perceived as one of the essential components in language teaching and learning. This phenomenon leads both English teachers and educators to ask a legitimate question:
How are these two forces played out in relevant coursework entitled “language and culture” in an EFL (English as a foreign language) context?
Grounded in theories of inquiry, curriculum, and multiple ways of knowing (Berghoff, et al., 2000), a semester-long (February-June) study was conducted to address this issue. In this study, forty-two college students were engaged in a theme-based and cross-cultural learning program through multivocal texts (multiple perspectives and voices) and multimodel representations (art, music, dance, drama, and movement). Localization was played out through inviting the participants to explore themselves (the personal) on the one hand and on the other hand,
globalization was addressed by examining people of different gender, age, generation, race, and ethnicity (the social). The sense of meaningfulness and the degree of
participation were investigated along with the interactions of localization and globalization.
There were three purposes for this study. First, it demonstrated what theories could be employed, what themes could be incorporated, and how coursework could be
structured and implemented in order to engage students in the interactions of globalization and localization. Second, it delineated the interrelationships within, between, and among the personal, the social, the sense of meaningfulness, and the degree of participation. Third, this study investigated the impact on students’
motivation to learn English and on their perceived English improvement.
9
Three research questions were investigated. First, what model of cross-cultural teaching could be developed and implemented in an EFL context that would engage learners in the interactions of glocalization? Second, what were the interrelationships within, between, and among the personal, the social, the sense of meaningfulness, and the degree of participation? Third, what was the impact on students’ motivation for English learning and on their perceived English improvement?
Both quantitative and qualitative measures were employed to answer the research questions. The forty-two participants were asked to complete a survey designed to elicit their opinions on how the program engaged them in exploring themselves (the personal), others (the social), and in understanding their sense of meaningfulness and degree of participation. Four of eleven groups (four in one group) were randomly selected to participate in a semi-structured interview to elicit their views on the coursework and to gather more detailed information on their survey responses.
Participants’ weekly postings on the Internet and the videotaping of their
presentations through multiple ways of knowing (drama, dance, artwork, and singing) were also collected and analyzed.
The results showed that a redefinition of culture, which foregrounded the essence and importance of multivocal texts and multimodel representations, was the foremost and first step of creating a model for cross-cultural learning. Classroom activities that were cultivated through multiple ways of knowing (multivocal and multimodel) offered the participants a variety of opportunities to engage in the interaction between global and local forces. Moreover, a Pearson test showed a significant correlation between the social and the personal and between the sense of meaningfulness and degree of participation. In addition, not only did the participants report that they improved in four skills, they were more motivated in English learning as a result of participating in the program.
Theoretical and practical implications for cross-cultural teaching, learning, and education were discussed based on the findings of the study.
Keywords: glocalization, cross-cultural communication, inquiry, curriculum, multiple ways of knowing
10
附件四
研討會的會議資料 (一)
11
附件五
研討會的會議資料 (二)
1
期間本人在大會安排的時間 (Wednesday, August 24, 2011, 11:40-12:10)
計畫編號 NSC 100 － 2410 － H －011 －024 －
(英文)
The 2011 World Congress of Applied Linguistics發表論文 題目
(中文)
在全球化與在地化的十字路口的跨文化學習(英文)
Cross-cultural Learning at the Crossroads of Globalization and Localization2
和地點 (INT 002, Para Room 28) 發表論文。論文題目為: “Cross-cultural Learning at the Crossroads of Globalization and Localization”(詳見附件二 & 三)。
另外，也參加多場與本年度研究主題相關，由世界各國學者所發表的論文的場次。
二、與會心得
此行收穫最大是參加了數場大會所主辦的論壇 (Invited Symposium); 共 有三大主題，其中之兩大主題與本年度的研究主題密切相關，一為 Language for Specific Purposes (LSP): From disciplinary specificity and (critical) genre analysis to contextual and intercultural aspects of specialized discourse，共有 6 篇論文在此主題下發表，參加了其中的 5 場 (1. Making ESP relevant to the world of professions: Insights from critical genre analysis presented by Dr. Vijay Bhatia; 2. Disciplinary specificity in EAP writing presented by Dr. Ken Hyland; 3. Culture in LSP presented by Dr. Ulla Connor; 4. Identity and cross-cultural issues in LSP research presented by Dr. Maurizio Gotti, and 5. Genre analysis as a tool to develop ESP genre-based materials in an online teacher development course presented by Dr. Rosinda Ramos。
另一個主題為(Dis)ordered processes of globalization : Policing language identities 共有兩大場次 (I) (II)，共有 10 論文發表，我參加了其 中 4 場與我研究相關的論文參加，分別是 1. A glocalization perspective of studying media discourses in cultural China presented by Dr. Doreen Wu;
2. Identity and (dis)orderliness in translocal practices online presented by Dr. Sirpa Leppane; 3. Voicing identities: An ethnographic study of the globalised Chinese in the late modernity presented by Dr. Jie Dong, and 4. Exploring a new order: Towards and beyond the legitimate L2 speaker presented by Dr. Yihong Gao.
由於此兩大論壇主題與本年度的研究主題密切相關，所以對本年度的研究議 題的啟發與探究非常有幫助。另外，本年度的大會更安排了一個新興主題：
Dynamic systems/complexity theory as a new approach to second language development (I) (II)，本議題雖與本年度研究主題無直接相關，但有機會藉此
3
6 天(8/23-28)，此次大會有近 2000 位來自世界各地的學者，參加本年度的大 會。由於本年會每三年舉辦，有充分的時間準備，且會期有 6 天，研討會的 主題涵蓋面向多元且深入；在大會期間的收穫，遠多過於參加 3 個舉辦 2 天 的研討會，論文發表人能減少舟車勞頓，尤其是參加國外會議論文發表；此 外可以針對主要的主題，深入了解。建議論文發表人，可以考慮將研究成果，
發表於天數較長且具規模與學術地位的年會。
此大型的年會，由於三年才舉辦一次，且具規模與歷史，建議國內相關 年會爭取主辦，吸引更多人到台灣，提升台灣應用語言界的國際能見度及研 究能量。
四、攜回資料名稱及內容
本次會議主要帶回第 16 屆世界應用語言學大會會議論文摘要(The 16th
World Congress of Applied Linguistics Conference Program Abstracts，
見附件四)，及 Conference Program (見附見五)。這些資料除了讓我更進一 步掌握所有與會場次的內容，也讓我不會有遺珠之憾，對於其他有興趣的講 題，可以透過所附上的論文摘要和講者的個人資料，有機會研讀、吸收、透 過電子郵件與世界各國學者作進一步請教。
五、銘謝
感謝國科會補助出席此次國際學術會議，此行的收穫，對於本學年度的 計畫論文發表，受益良多；論文已獲接受通知，預定於明年二月刊登在 Studies of Language Teaching and Literature (SELL)。
4
附件一
申請出國參加國際會議簽陳
5
附件二 論文接受發表通知
6
7
8
附件三
接受發文論文之摘要 Abstract
Cross-cultural learning at the crossroads of globalization and localization In response to the trend of globalization, the concept of “glocalization” has been widely used at local levels. Glocalization emphasized the interactions between globalization and localization, two forces that have placed tremendous demands on people living in the 21st century. As a result, cross-cultural communication has been perceived as one of the essential components in language teaching and learning. This phenomenon leads both English teachers and educators to ask a legitimate question:
How are these two forces played out in relevant coursework entitled “language and culture” in an EFL (English as a foreign language) context?
Grounded in theories of inquiry, curriculum, and multiple ways of knowing (Berghoff, et al., 2000), a semester-long (February-June) study was conducted to address this issue. In this study, forty-two college students were engaged in a theme-based and cross-cultural learning program through multivocal texts (multiple perspectives and voices) and multimodel representations (art, music, dance, drama, and movement). Localization was played out through inviting the participants to explore themselves (the personal) on the one hand and on the other hand,
globalization was addressed by examining people of different gender, age, generation, race, and ethnicity (the social). The sense of meaningfulness and the degree of
participation were investigated along with the interactions of localization and globalization.
There were three purposes for this study. First, it demonstrated what theories could be employed, what themes could be incorporated, and how coursework could be
structured and implemented in order to engage students in the interactions of globalization and localization. Second, it delineated the interrelationships within, between, and among the personal, the social, the sense of meaningfulness, and the degree of participation. Third, this study investigated the impact on students’
motivation to learn English and on their perceived English improvement.
9
Three research questions were investigated. First, what model of cross-cultural teaching could be developed and implemented in an EFL context that would engage learners in the interactions of glocalization? Second, what were the interrelationships within, between, and among the personal, the social, the sense of meaningfulness, and the degree of participation? Third, what was the impact on students’ motivation for English learning and on their perceived English improvement?
Both quantitative and qualitative measures were employed to answer the research questions. The forty-two participants were asked to complete a survey designed to elicit their opinions on how the program engaged them in exploring themselves (the personal), others (the social), and in understanding their sense of meaningfulness and degree of participation. Four of eleven groups (four in one group) were randomly selected to participate in a semi-structured interview to elicit their views on the coursework and to gather more detailed information on their survey responses.
Participants’ weekly postings on the Internet and the videotaping of their
presentations through multiple ways of knowing (drama, dance, artwork, and singing) were also collected and analyzed.
The results showed that a redefinition of culture, which foregrounded the essence and importance of multivocal texts and multimodel representations, was the foremost and first step of creating a model for cross-cultural learning. Classroom activities that were cultivated through multiple ways of knowing (multivocal and multimodel) offered the participants a variety of opportunities to engage in the interaction between global and local forces. Moreover, a Pearson test showed a significant correlation between the social and the personal and between the sense of meaningfulness and
The results showed that a redefinition of culture, which foregrounded the essence and importance of multivocal texts and multimodel representations, was the foremost and first step of creating a model for cross-cultural learning. Classroom activities that were cultivated through multiple ways of knowing (multivocal and multimodel) offered the participants a variety of opportunities to engage in the interaction between global and local forces. Moreover, a Pearson test showed a significant correlation between the social and the personal and between the sense of meaningfulness and