【摘要】：世界逐漸成為地球村，個(gè)體逐漸成為世界公民。然而，每一個(gè)人都有他/她自身的文化背景，在理解并接受來自其他種族、文化背景的人的過程中，跨文化交際能力的重要性十分突出。因此，反復(fù)驗(yàn)證科學(xué)合理的評價(jià)方法以對跨文化交際能力進(jìn)行測評顯得尤為重要。本文有三個(gè)研究目的：一是應(yīng)用Lily A.Arasaratnam的評價(jià)方法，對經(jīng)歷跨文化交際的人們進(jìn)行跨文化交際能力的測評，，二是檢驗(yàn)該測評方法的有效性和可靠性，三是在實(shí)際測試中完善該測評方法，進(jìn)一步消弭各分項(xiàng)的可能出現(xiàn)的歧義與理解區(qū)別。 本文受試者是120名日本名古屋大學(xué)的國際留學(xué)生。本文作者使用Lily A.Arasaratnam的跨文化交際能力測評方法，調(diào)查了他們的跨文化交際能力及相關(guān)影響因素的情況。同受試的國際留學(xué)生進(jìn)行訪談，了解國際留學(xué)生對于該測評量表的各個(gè)分項(xiàng)的看法。作者通過問卷回收數(shù)據(jù)，運(yùn)用描述性統(tǒng)計(jì)展示留學(xué)生跨文化交際能力和跨文化交際能力影響因素的情況。應(yīng)用SPSS軟件，對相關(guān)數(shù)據(jù)進(jìn)行了信度分析和因子分析以檢驗(yàn)問卷的信度和結(jié)構(gòu)效度。作者還通過問卷訪談，找出并分析各分項(xiàng)的歧義問題。 研究結(jié)果表明1）Lily A. Arasaratnam的跨文化交際能力測評方法很好的反應(yīng)了日本文化背景下國際留學(xué)生跨文化交際能力的現(xiàn)狀。2）該測評量表具較高的有效性和可靠性。3）該測試量表中存在一些項(xiàng)目歧義。通過項(xiàng)目分析，各個(gè)歧義問題得到了解決，使得該測評方法得到完善。 本文研究結(jié)果的啟示是一個(gè)成熟的跨文化交際能力測評方法需要進(jìn)行反復(fù)的測試驗(yàn)證。各個(gè)分項(xiàng)的歧義問題在反復(fù)的測試分析當(dāng)中會暴露出來，消弭了這些歧義問題，測評方法才能更完善，跨文化交際能力的相關(guān)研究結(jié)果才會更準(zhǔn)確。
[Abstract]:The world has gradually become a global village, and the individual has gradually become a citizen of the world. However, each person has his or her own cultural background, in the process of understanding and accepting people from other races and cultural backgrounds, the importance of intercultural communication ability is very prominent. Therefore, it is particularly important to repeatedly verify scientific and reasonable evaluation methods to evaluate intercultural communicative competence. The purpose of this paper is to evaluate the intercultural communicative competence of people who have experienced cross-cultural communication by using Lily A.Arasaratnam 's evaluation method, and to test the validity and reliability of the evaluation method. Third, improve the evaluation method in the actual test, and further eliminate the possible ambiguity and understanding of the sub-items. The subjects are 120 international students from Nagoya University in Japan. Using Lily A.Arasaratnam 's cross-cultural communicative competence test, the author investigates their cross-cultural communicative competence and its related influencing factors. The international students were interviewed to find out their views on each item of the scale. The author collected data from the questionnaire and used descriptive statistics to show the influence factors of cross-cultural communicative competence and cross-cultural communicative competence of foreign students. Reliability analysis and factor analysis were carried out to test the reliability and structural validity of the questionnaire with SPSS software. The author also finds out and analyzes the ambiguity of each item by questionnaire interview. The results show that 1) Lily A. Arasaratnam's cross-cultural communicative competence evaluation method reflects the current situation of international students' intercultural communicative competence in Japanese cultural background. 2) the scale is highly effective and reliable. Sex. 3) there are some items ambiguity in the scale. Through project analysis, various ambiguity problems have been solved, which makes the evaluation method perfect. The implication of this study is that a mature method of measuring intercultural communicative competence needs to be tested and verified repeatedly. The ambiguity problem of each item will be exposed in the repeated test and analysis, which will eliminate these ambiguity problems, the evaluation method can be more perfect, and the relevant research results of cross-cultural communicative competence will be more accurate.
【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H09

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