An eight-steps training model

Based on the findings of this study and the studies from previous researchers (Chang, 2006; Judd, 1999; Rose, 1999), an eight-step training model is generated, which integrates affective, cognitive, and behavioral domains, to better equip LETs and FETs with relevant cross-cultural pragmatic knowledge and skills for successful communication with each other. These eight steps are listed as follows:

Step 1: Motivate team teachers to learn issues regarding cross-cultural

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communication. To raise individual’s pragmatic consciousness, the first step aims to arouse their motivation and interest about cross-cultural

communication issues (Rose, 1999). This step can be done to team teachers by presenting a story of miscommunication from this study to display how an FET encountered communication breakdown in the context of Taiwan (see Appendix E for the story).

Step 2: Introduce pre-communication stage and during-communication stage. The goal of this step is to draw team teachers’ attention to the different concerns they would have at different stages of communication. The five questions,

“tell it or not,” “tell it to whom,” “when to tell it,” and “where to tell it” in pre-communication stage, and “how to tell it” in during-communication are introduced and explained in this step.

Step 3: Raise LETs’ and FETs’ pragmatic consciousness in their first languages.

This step aims to raise pragmatic consciousness in LETs’ and FETs’ own first languages, which is a vital process to train learners’ pragmatic competence, according to Judd (1999) and Rose (1999). One specific

speech act with a certain scenario, such as making suggestion to a coworker, can be used as an example for team teachers to practice in this step. After having some basic knowledge about the two communication stages, LETs and FETs are asked to reflect or collect data about how they or people from their same cultures would make suggestions under that certain scenario in their first languages at the two communication stages. After coming up with ideas, LETs and FETs are asked to share, discuss, and analyze the features of making suggestions they found under that scenario in separate groups with only LETs or only FETs.

Step 4: Raise LETs’ and FETs’ pragmatic consciousness in each other’s language.

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The objective of this step is to broaden team teachers’ pragmatic

consciousness from their first languages to other languages and allow them to realize that different languages may prefer different pragmatic usage.

With the data they come up with in the preceding step, the groups are asked to share what they have found to everyone. The different features of making suggestions in English and Mandarin Chinese would be compared and contrasted. Results from this study regarding what language behaviors LETs and FETs manifested in the two stages are introduced. Possible conflicts resulting from different ways to use language in English and Mandarin Chinese would be discussed, and team teachers are invited to share if they have experiences of communication breakdown.

Step 5: Explain the different cultural patterns influencing FETs and LETs. In addition to behavioral domain focused in other steps to train team teachers’

practical skills, this step aims to emphasize on the other two domains, cognitive domain, which provides team teachers knowledge about different cultural patterns and how they affect the way of communication, and

affective domain, which prepares team teachers with appropriate attitudes to achieve successful communication (Chang, 2006). Concepts such as

individualism and collectivism, high-context and low-context cultures, task-oriented and relationship-oriented cultures, conflict management, and different facework strategies can be introduced. Through the introduction of how cultural patterns dictate individuals’ use of language, team teachers would be more able to empathize with and respect each other, be more open-minded, and hold a positive mentality and attitude toward

communication with people from different cultures.

Step 6: Integrate and adapt to different ways of language use in different cultures.

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This step tries to help LETs and FETs come up with solutions to deal with their different ways of using languages. The story from Appendix E is shown again for team teachers to discuss how they can help the FET from the story modify his way of speaking in order to successfully get his message across to the Taiwanese principal. Team teachers would discuss in groups, but this time with mixed group members of both LETs and FETs.

After the discussion and sharing, Appendix F can be used as an example to show how that FET put the knowledge he acquired about Taiwanese culture into practice. LETs and FETs are first encouraged to observe how that FET changed his language, and analysis in Appendix F can be shown after their brainstorm. Another story about how LETs adjust to the way FETs

communicate can also be provided if there is enough time for practice.

Step 7: Practice cross-cultural pragmatic knowledge and produce output. After gaining sufficient input, an important step is for team teachers to produce and practice the newly acquired knowledge (Judd, 1999). Various

meaningful scenarios with controlled factors are provided to team teachers, such as how an LET can make suggestions to an FET to improve his classroom management skill, or how an FET can make suggestions to a Taiwanese principal about classroom equipment. They are asked to continue the plot for the scenario and show to everyone by role-playing. Both sides of FETs and LETs need to give comments and feedback after each role-play.

They are also invited to share their reflections after experiencing the communication styles that they are not used to.

Step 8: Conclude the training. The last step is to encourage team teachers to empathize with each other and practice what they have learned in real life situation. The training can be ended by providing a piece of encouraging

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extract from the interview with an FET in this study, as shown in the following:

It is all about getting to know each other….They are all delightful people [and] it is really just a clash of the two different styles of our cultures. That is all. And [it is] another thing to work through not run away from... it will only make us stronger as a teaching unit. …It is not an indictment against any teacher or method just understanding our misunderstandings.

The above training model with 8 specific steps aims to help team teachers improve their cross-cultural communication and hold a positive attitude when interacting with each other.

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CHAPTER FIVE CONCLUSION

This chapter concludes the current study by summarizing the major findings and providing some suggestions for future studies.