高师英语专业教师跨文化敏感度实证研究

An empirical study of English teachers' intercultural sensitivity in the normal university

为了解高师英语专业教师跨文化敏感度现状,采用问卷调查法和访谈法对闽南师范大学外语系40名英语专业教师的跨文化敏感度进行了调查。结果表明:高师英语专业教师的跨文化敏感度处于中等水平,且有出国经历教师的跨文化敏感度水平明显高于没有出国经历教师的水平。跨文化敏感度5因素中,教师的文化差异认同感最强,交际参与度、交际专注度和交际信心紧随其后,交际愉悦感最低。皮尔逊相关分析表明:跨文化敏感度多个因素之间存在着比较紧密的相互影响和制约关系。其中,交际信心与交际愉悦感之间的相关性最强,交际参与度与交际信心之间的相关性次之,且都呈现较显著相关关系。

To study the level of intercultural sensitivity of teachers in English major in nor-mal universities, questionnaires and interviews were carried out among 40 English teachers in Minnan Normal University. Results indicate that the teachers’ level of ICS remain in the medium and those with foreign experience enjoy higher level. Among the five elements of the Intercultural Sensitivity Scale, identity of cultural difference is at the top, followed by interaction engagement, interaction attentiveness, interaction confidence and interaction enjoyment. The correlation coefficient analysis shows that the five factors are positively cor-related, with the one between interaction confidence and interaction enjoyment the most sig-nificant.