Abstract

This study examined the online exchanges of 28 pre-service foreign language teachers (14 in Russia, 14 in the US) as they discussed in English their opinions about cultural products, practices, and perspectives, and their study abroad experiences via voice-based telecollaboration. Informed by intercultural competence frameworks, a qualitative analysis of participants’ oral exchanges revealed six intercultural learning moves performed by participants in order to develop their own and/or others’ intercultural competence during interaction. A follow-up analysis of the intercultural learning moves that emerged in response to five purposefully selected discussion question prompts suggested that one prompt type—i.e. a combined Brainstorm + Reflection Question on Cultural Experiences—encouraged participants to make a higher number and a wider range of high-level intercultural learning moves. The study concluded with guidelines for developing discussion question prompts that are likely to promote the emergence of advanced intercultural learning moves via telecollaboration with global partners.

摘要

这项研究考察了28位职前外语老师（在俄罗斯14位，在美国14位）以英语讨论他们对文化产品，实践和观点的看法以及他们通过基于语音的远程协作在国外学习的经历时的在线交流。在跨文化能力框架的指导下，对参与者口头交流的定性分析揭示了参与者进行的六种跨文化学习动作，目的是在互动过程中发展自己和/或其他人的跨文化能力。对针对五种故意选择的讨论问题提示而出现的跨文化学习动作的后续分析表明，一种提示类型—即 结合了关于文化体验的头脑风暴+反思问题-鼓励参与者进行更多次，更广泛的高级跨文化学习活动。该研究以制定讨论问题提示的准则作为结尾，这些提示可以通过与全球合作伙伴的远程合作来促进高级跨文化学习动作的出现。