第五章 工具性研究：CEFR 的跨文化溝通能力內涵
第一節 CEFR 的跨文化溝通教學觀
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第五章 工具性研究：CEFR 的跨文化溝通能力內涵
本章根據前述理論與實務發展所彙整的結果，針對所選取的課程參考架構：
CEFR，進行內容的分析，共分兩節，第一節探討 CEFR 各章節與跨文化溝通能力 的關聯，以來了解 CEFR 的跨文化教學觀，第二節進一步探討 can do 表現指標的 制定源流與跨文化溝通能力之間的關係，以提供後續 385 條華語文溝通能力指標，
跨文化溝通能力內涵分析之參考。
第一節 CEFR 的跨文化溝通教學觀
歐洲委員會在 2001 年推出「歐洲共同語文參考架構」，全名為《The Common European Framework of Reference for Languages:Learning, Teaching, Assessment》簡 稱「歐規」（CEFR），以下以 CEFR 稱之。
CEFR 以 “can do” 為能力描述的基礎，強調多元語文能力（plurilingualism）
精神。將溝通能力分為表達、理解、互動、轉述以及策略等範疇，提供明確的三等 六級能力指標描述，至今已被翻譯成 39 種語言，並廣泛影響國際外語教學的發展。
目前台灣華語文教學也積極對應並應用開發以 CEFR 為基礎的教材教法與測 驗評量，例如：藍珮君（2007），〈基礎華語文能力測驗與歐洲語言共同參考架構的 對應關係〉、莊永山（2008），〈歐規網路華語教學與評量〉。蔡雅薰〈以共同歐洲語 言架構 CEFR 為基礎之華語文能力指標暨課程綱要規劃設計〉等；2009 年有陳麗 宇．張傑智〈情境模擬華語線上學習教材之規劃與產生〉，黃懷萱．陳浩然．謝妙 玲．周中天〈歐洲共同語文參考架構（CEFR）於華語書面教材中之應用-以《華語 你我他》為例〉，籃玉如〈以歐規、外語習得與數位學習理論為基準之數位華語教 材三元設計模式〉，徐東玲．蔡雅薰．林振興〈以《歐洲共同語文參考架構》為本 之對外華語文數位學教材設計規劃-以 B1 級為範例〉，楊玫玲．蔡雅薰．郭伯臣〈以 CEFR 理解能力 A2 級為基礎之華語文能力指標之解讀與轉化〉；2011 年有陳麗宇
〈情境分佈對於華語文教材編寫的重要性探討－以 CEFR 之 B1 級商用華語教材為 例〉等。
可見 CEFR 對於華語文教學的參照效益，本節首先透過內容分析探討 CEFR 中 的跨文化溝通能力教學觀，其次進一步探討 can do 能力指標與跨文化通能力的關 係。
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鍵字「跨文化（intercultural）」進行 CEFR 原文資料的整理，試圖瞭解 CEFR 中的 跨文化概念，結果整理如下： the Common European Framework?何謂歐洲共 同語文參考 架構？
1
In an intercultural approach, it is a central objective of language education to promote the favourable development of the learner’s whole personality and sense of identity in response to the enriching experience of otherness in language and culture. It must be left to teachers and the learners themselves to reintegrate the many parts into a healthily
developing whole.
語言教育的目標不再
23 英文版內容摘錄自 www.coe.int/lang-CEFR （瀏覽日期：2014.03.01)
24 中文版主要參考自多媒體英語協會授權翻譯出版的《歐洲共同語文參考架構》（繁體版)，2007，
高雄：和遠圖書資訊初版社。同時亦參照 2008 年簡體版《欧洲语言共同参考框架：学习、教学、
评估》內容進行修正。
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In particular, The European Language Portfolio
（ELP）provides a format in which language learning and intercultural experiences of the most diverse kinds can be recorded and formally
recognised. For this purpose,CEF not only provides a scaling of overall language proficiency in a given language, but also a breakdown of language use and language competences which will make it easier for practitioners to specify objectives and describe achievements of the most diverse kinds in
accordance with the varying needs, characteristics and resources of learners.
CEFR 在多元語文能 general
competences of an individual 個體的一般性 能力
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Empirical knowledge relating to day to-day living
（organisation of the day, mealtimes, means of
transport, communication and information）, in the public or private domains is, however, just as essential for the management of language activities in a foreign language.
Knowledge of the shared values and beliefs held by social groups in other countries and regions, such as religious beliefs, taboos, assumed common history, etc., are essential to intercultural communication.These multiple areas of knowledge vary from individual to individual. They may be culture-specific, but
nevertheless also relate to more universal parameters and constants.
社會價值、宗
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(三) 共同參考級別與跨文化能力表現
CEFR 提出了三等六階的語言表現共同參考級別，此級別也是目前各大外語能 力測驗積極對應的參考架構，在這個蓋括性的級別描述中，CEFR 特別指出，在 C2 階段，語言學習者可以透過專業的語言表現來擴展他們的跨文化能力，肯定語言能 力對跨文化能力培養的正面效益，也就是語言能力越高，可以應用目的語來處理情 境任務的機會就更為頻繁，而這些不同語言任務所累積的經驗對於跨文化能力的提 升是有幫助的，也就是多面向的語言溝通經驗對於多元動態的文化能力培養是很重 要的。詳細內容如下表所示：
表 5-1-3 CEFR 共同參照級別與跨文化釋義表 章節名稱 頁
數 內容 摘述
3.2 The Common Reference Levels 共同參考級 別
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Mastery（Trim: ‘comprehensive mastery’; Wilkins:
‘Comprehensive Operational Proficiency'）, corresponds to the top examination objective in the scheme adopted by ALTE（Association of Language Testers in Europe）.
It could be extended to include the more developed intercultural competence above that level which is achieved by many language professionals.
CEFR 認為在最高 階段的語言學習者 可以透過專業的語 言表現擴展他們的 跨文化能力。
(四) 跨文化能力發展與交流時的個體因素
CEFR 在第四章關於語言使用者的部分特別指出個體因素與跨文化能力的關係，
並提醒教學者勿忽視學習者自原語言文化習得經驗所遷移而來的既有能力，也就是 所謂零起點的語言學習者，仍會因各自不同的語言文化學習經驗而具備不同的跨文 能力。另外也從互動的角度提醒教學者，關於語言文化教學內容的設計當牽涉到價 值觀、信念等內涵時，需考量資訊接收雙方的「共識」與他們之間的「資訊缺口」
謹慎並善用這個主動協商與意義詮釋的語言文化學習機會。詳細內容如下表所示：
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Language use and the language user/learnerp43
The learner of a second or foreign language and culture does not cease to be competent in his or her mother tongue and the associated culture. Nor is the new competence kept entirely separate from the old.
The learner does not simply acquire two distinct, unrelated ways of acting and communicating. The language learner becomes plurilingual and develops interculturality. The linguistic and cultural
competences in respect of each language are modified by knowledge of the other and contribute to
intercultural awareness, skills and know-how. They enable the individual to develop an enriched, more complex personality and an enhanced capacity for further language learning and greater openness to new cultural experiences. Learners are also enabled to mediate, through interpretation and translation, between speakers of the two languages concerned who cannot communicate directly.
1.第二語言或文化 mental context25 of
In face-to-face interaction, user and interlocutor（s）
share the same external context （except, crucially, for the presence of the other）, but for the reasons given above their observation and interpretation of the context differ. The effect – and often all or part of the function – of a communicative act is to increase the area of congruence in the understanding of the situation in the interest of effective communication so as to serve the purposes of the participants. This may be a matter of an exchange of factual
information.More difficult to bridge are differences in values and beliefs, politeness conventions, social expectations, etc., in terms of which the parties
interpret the interaction, unless they have acquired the relevant intercultural awareness.
資訊的缺口可以形
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Intercultural awareness 第五章 使用Knowledge, awareness and understanding of the relation （similarities and distinctive differences）between the ‘world of origin’ and the ‘world of the target community’ produce an intercultural awareness. It is, of course, important to note that intercultural awareness includes an awareness of regional and social diversity in both worlds. It is also enriched by awareness of a wider range of cultures than those carried by the learner’s L1 and L2. This wider awareness helps to place both in context.
In addition to objective knowledge,
intercultural awareness covers an awareness of how each community appears from the
perspective of the other, often in the form of national stereotypes.
1. 跨文化意識是指對交 Intercultural awareness 5.1.1.3 跨文化 意識
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Users of the Framework may wish to consider and where appropriate state:
• what prior sociocultural experience and knowledge the learner is assumed/required to have;
• what new experience and knowledge of social life in his/her community as well as in thetarget community the learner will need to acquire in order to meet the requirements of L2 communication;
• what awareness of the relation between home and target cultures the learner will need so as to develop an appropriate intercultural competence.
從跨文化意識出發，教學
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（savoir-faire）
5.1.2.2 Intercultural skills and know-how 跨文化的技巧 和技能
104-10 5
Intercultural skills and know-how These include:
• the ability to bring the culture of origin and the foreign culture into relation with each other;
• cultural sensitivity and the ability to identify and use a variety of strategies for contact with those from other cultures;
• the capacity to fulfil the role of cultural intermediary between one’s own culture and the foreign culture and to deal effectively with intercultural misunderstanding and conflict situations:
•The ability to overcome stereotyped relationships.
跨文化技能須包含以下能 Intercultural skills and know-how 跨文化的技巧 和技能
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Users of the Framework may wish to consider and where appropriate state:
• what cultural intermediary roles and
functions the learner will need/be equipped/be required to fulfil;
• what features of the home and target culture the learner will need/be enabled/required to distinguish;
• what provision is expected to be made for the learner to experience the target culture;
• what opportunities the learner will have of acting as a cultural intermediary
從跨文化技能出發，教學
‘Existential’
competence
（savoir-être）
存在能力
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Attitudes and personality factors greatly affect not only the language users’/learners’roles in communicative acts but also their ability to learn. The development of an ‘intercultural personality’ involving both attitudes and awareness is seen by many as an important educational goal in its own right. Important ethical and pedagogic issues are raised,such as:
• the extent to which personality development can be an explicit educational objective;
• how cultural relativism is to be reconciled with ethical and moral integrity;
• which personality factors a）facilitate b）
impede foreign or second language learning and acquisition;
• how learners can be helped to exploit strengths and overcome weaknesses;
• how the diversity of personalities can be reconciled with the constraints imposed on and by educational systems.
態度不只影響語言教/學
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5.2.2.5 Dialect and accent 方 言和腔調121
Stereotyping plays a large role in this process.
It can be reduced by the development of intercultural skills（see section 5.1.2.2）.
Learners will in the course of time also come into contact with speakers of various
provenances. Before themselves adopting dialect forms they should be aware of their social connotations and of the need for coherence and consistency.
沒有一個歐洲語言社群是 position with
regard to sociocultural knowledge and
intercultural skills
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6.4.6.2 The position with regard to sociocultural knowledge and intercultural skills development is somewhat different. In some respects European peoples appear to share a common culture. In other respects there is considerable diversity, not simply between one nation and another but also between regions, classes, ethnic
communities, genders and so on. Careful consideration has to be given to the representation of the target culture and the choice of the social group or groups to be focused on.
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position with regard to sociocultural knowledge and intercultural skills148
Is there any place for the picturesque, generally archaic, folkloristic stereotypes of the sort found in children’s picture books (Dutch clogs and windmills, English
thatched cottages with roses round the door)?
They capture the imagination and can be motivating particularly for younger children.
They often correspond in some ways to the self-image of the country concerned and are preserved and promoted in festivals. If so, they can be presented in that light. They bear very little relation to the everyday lives of the vast majority of the population. A balance has to be struck in the light of the over-arching educational goal of developing the learners’ pluricultural competence.
2.民間傳說與特定國家的形象 then should the general,
non-language-s pecific
competences be treated in language courses?
如何在語言課 中處理一般 的、非觀語言 的能力？
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How then should the general,
non-language-specific competences be treated in language courses?
a）assumed to exist already, or be developed elsewhere（e.g. in other curricular subjects conducted in L1）sufficiently to be taken for granted in L2 teaching;
b）treated ad hoc as and when problems arise;
c）by selecting or constructing texts that illustrate new areas and items of knowledge d）by special courses or textbooks dealing with area studies（Landeskunde, civilisation, etc.）i）in L1, ii） in L2;
e）through an intercultural component designed to raise awareness of the relevant experiential, cognitive and sociocultural backgrounds of learners and native speakers respectively;
f）through role-play and simulations;
g）through subject teaching using L2 as the medium of instruction;
h）through direct contact with native speakers and authentic texts.
如何在語言課中處理一般的、
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Competences 內在能力
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Tasks of any kind require the activation of a range of appropriate general competences, for example: knowledge and experience of the world; sociocultural knowledge（concerning life in the target community and essential differences between practices, values
andbeliefs in that community and the learner’s own society）; skills such as intercultural skills
（mediating between the two cultures）, learning skills, and everyday practical skills and know-how（see section 5.1）. In order to accomplish a communicative task, whether in a real-life or a learning/examination setting, the language user or learner draws also on
communicative language competences
（linguistic, sociolinguistic and pragmatic knowledge and skills – see section 5.2）. In addition, individual personality and attitudinal characteristics affect the user or learner’s task performance.
認何一項任務都要啟動適
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Cognitive factors 認知因素160
Task familiarity: cognitive load may be
Task familiarity: cognitive load may be