跨文化叙事能力培养的实证研究

An Empirical Study on the Development of Intercultural Narrative Competence

摘要: 本研究以Deardorff跨文化能力过程模型为基础，在《理解当代中国·英语演讲教程》课程中开展16周教学实践，通过问卷、跨文化叙事能力测试、演讲文本及三阶段访谈，考察学生跨文化叙事能力的变化。问卷后测中，学生在叙事组织、话语表达和受众意识等方面的自评高于前测；12名配对学生的客观测试成绩显著提高；期末修订稿七项文本指标均显著高于初稿。访谈和文本分析发现，部分学生开始减少概念转述，借助具体经验解释中国内容，并根据受众背景调整表达。不过，受众意识在调适策略及共情说服中的体现仍较有限。中国大学生面向跨文化受众的英语演讲实践表明，跨文化叙事能力的内在认识与文本表现变化并不同步，可为外语教学中的相关能力培养提供参考。

Abstract: This study, based on Deardorff’s Process Model of Intercultural Competence, conducted a 16-week teaching practice in the course Understanding Contemporary China: A Public Speaking Course. Questionnaires, an intercultural competence test, speech texts, and three-stage interviews were used to examine changes in students’ intercultural narrative competence. In the post-test questionnaire, students reported higher self-evaluations of narrative organization, discourse expression, and audience awareness than in the pre-test; the objective test scores of the 12 matched students increased significantly; and the final revised drafts scored significantly higher than the initial drafts on all seven text-based indicators. Interviews and text analysis showed that some students began to reduce the restatement of concepts, explain Chinese content through concrete experiences, and adjust their expression according to audience backgrounds. However, audience awareness remained less evident in adaptation strategies, empathy, and persuasion. The English public speaking practice of Chinese university students addressing intercultural audiences showed that changes in internal cognition and textual performance in intercultural narrative competence did not occur in parallel, providing a reference for the development of this competence in foreign language teaching.