日语专业大学生跨文化敏感度测量及培养策略研究  

A Study on Intercultural Sensitivity Measurement and Training Strategies for Japanese Majored Undergraduates

作　　者：陈燕红 王琪[1] Chen Yanhong;Wang Qi

机构地区：[1]哈尔滨师范大学东语学院,黑龙江哈尔滨150025

出　　处：《东北亚外语研究》2023年第1期88-101,共14页Foreign Language Research in Northeast Asia

基　　金：国家社会科学基金项目“大学与高中日语课程层级化衔接研究”(21BYY193);黑龙江省经济社会发展重点研究课题(外语学科专项)“高等院校日语专业大学生跨文化敏感度实证研究”(WY2021046-C)的阶段性成果。

摘　　要：本研究采用跨文化敏感度量表(ISS),对来自中国各省市的1111名日语专业大学生展开问卷调查,利用SPSS 22.0,测评了被试跨文化敏感度总体特征,分析了性别、年级、日语学习动机与大学生的跨文化敏感度的各相关要素。从而得知:日语专业学习者的跨文化敏感度总体水平比较高,在跨文化敏感度各要素中,被试的差异认同感水平最高,其次按照交际参与度、交际专注度、交际愉悦感、交际信心降次排序;学习者的跨文化敏感度在性别、年级、日语学习动机上有显著差异。因此,在日语跨文化教学中,教师应重视对学习者日语学习动机的激发和交际信心的提升,同时要考虑不同性别、年级在跨文化学习中的差异,有针对性地开展跨文化教学。Using the Intercultural Sensitivity Scale(ISS),the study carries out a questionnaire survey among 1111 Japanese majored undergraduates that come from various provinces of China.The analysis of statistics has been completed using SPSS 22.0,and it focuses on the general features of participants’intercultural sensitivity and on the correlation between gender,undergraduate year,Japanese learning motivation and undergraduates’intercultural sensitivity factors.The results are as follows:the overall level of intercultural sensitivity of Japanese majors is relatively high;the participants’respect for cultural differences is the highest among the five intercultural sensitivity factors,then are their interaction engagement,interaction attentiveness,interaction enjoyment and interaction confidence;Intercultural sensitivity has significant differences in gender,undergraduate year and Japanese learning motivation.Therefore,in the intercultural sensitivity teaching of Japanese,teachers should pay attention to the stimulation of learners’Japanese learning motivation and the improvement of their communication confidence.At the same time,teachers should consider the differences between different gender and grades in intercultural sensitivity learning,so as to carry out intercultural sensitivity teaching in a targeted way.

关 键 词：日语专业大学生 跨文化敏感度 测量 培养策略 

分 类 号：G4[文化科学—教育学]