本研究為一學期跨文化電子郵件交流計畫,其目的在使英語學習 者透過電子郵件寫作的溝通,學習到不同的文化經驗。除此之外,本研 究亦讓英語學習者有不同的機會來學習英語。本研究受試者為三十位台 灣大學生及三十位韓國大學生,他們的英語程度背景相似。其受試者在 電子郵件中的表達方式將由情意,行為,認知三方面來分析。此外,台 灣學生的態度,英語學習動機,遇見的困難及解決方式將透過質性與量 化的方式來探討。所收集的資料包含有學生的背景調查問卷,電子郵件 文件,文化態度問卷,事後回饋問卷,及訪談資料。其結果顯示在電子 郵件中,台灣與韓國大學生皆最常使用認知能力,代表兩組學生皆對彼 此的文化表達高度的好奇心。此外,台灣學生對於本次交流抱持積極參 與的態度,同時也增進了英語學習動機。對於所面臨到的困難與解決方 式,台灣學生除了忽略問題之外,亦會尋求同儕及教師的幫助。從以上 研究結果發現,電腦科技可以協助教學與學習更有意義並且可以提供學 習者不同的方式來 學習語言。

Research-intensive universities have long struggled to reconcile the imperative of specialized learning with the need for a broader, more liberal education. Combining Two Cultures provides a comprehensive account of a degree program at a distinguished Canadian university, McMaster, aimed at accomplishing this synthesis. This innovative program has stood up well over more than two decades. It has a curriculum balanced between arts and sciences and is committed to developing broadly applicable intellectual skills, above all those that underlie scholarly inquiry into questions of importance to students and to the society they live in. It attempts to harmonize the excitement of exploring a broad range of fields with students' needs to meet the requirements for advanced study in professional and academic graduate disciplines. This book offers insights into the challenges of planning and establishing a program of this kind. Brief personal reflections from many of the program's graduates, firsthand observations from current students, and instructors' accounts of their experiences give a vivid sense of what the program has meant to its participants.

Who Defines Me: Negotiating Identity in Language and Literature is a collection of insightful articles that represent an interdisciplinary study of identity. The articles start from the premise that identity is, and always has been, unstable and mutable; which is to say that identity is constructed and deconstructed and reconstructed – only to be deconstructed and reconstructed again, in turn to be deconstructed and reconstructed (and so on ad infinitum). Time and place are variables. So, too – as Who Defines Me underscores – are ethnicity, religion, politics and power, race and color, nationality, gender, culture, language, and socio-economic status. With all of these variables in mind, Who Defines Me focuses on language and literature as the portal through which identity is explored. The overarching rubrics under which the explorations are conducted are Arabs and Muslims, race identity in America, and language identity.

An international business expert helps you understand and navigate cultural differences in this insightful and practical guide, perfect for both your work and personal life. Americans precede anything negative with three nice comments; French, Dutch, Israelis, and Germans get straight to the point; Latin Americans and Asians are steeped in hierarchy; Scandinavians think the best boss is just one of the crowd. It's no surprise that when they try and talk to each other, chaos breaks out. In The Culture Map, INSEAD professor Erin Meyer is your guide through this subtle, sometimes treacherous terrain in which people from starkly different backgrounds are expected to work harmoniously together. She provides a field-tested model for decoding how cultural differences impact international business, and combines a smart analytical framework with practical, actionable advice.

While Germans, the largest immigration group in the United States, contributed to the shaping of American society and left their mark on many areas from religion and education to food, farming, political and intellectual life, Americans have been instrumental in shaping German democracy after World War II. Both sides can claim to be part of each other's history, and yet the question arises whether this claim indicates more than a historical interlude in the forming of the Atlantic civilization. In this volume some of the leading historians, social scientists and literary scholars from both sides of the Atlantic have come together to investigate, for the first time in a broad interdisciplinary collaboration, the nexus of these interactions in view of current and future challenges to German-American relations.

This study contains a number of articles which consider concepts in foreign language teaching and learning relating to: dialogue, communication, intercultural awareness, language awareness, and the roles of teacher and learner. It attempts to widen the scope of the discussion about language and culture awareness by including aspects of linguistic, literary, philosophical, and teaching theories from the authors' own cultures, as well as from other traditions.

The World Wide Web is transforming the way that information is distributed, received and acted upon. Global Literacies and the World Wide Web provides a critical examination of the new on line literacy practices and values, and how these are determined by national, cultural and educational contexts. Gail Hawisher and Cynthia L. Selfe have brought together scholars from around the world, including: Mexico, Hungary, Australia, Palau, Cuba, Scotland, Greece, Japan, Africa and the United States. Each represents and examines on line literacy practices in their specific culture. Global Literacies and the World Wide Web resists a romanticised and inaccurate vision of global oneness. Instead, this book celebrates the dynamic capacity of these new self defined literacy communities to challenge the global village myth with robust, hybrid redefintions of identity that honour ethnic, cultural, economic, historical, and ideological differences. This is a lively and original challenge to conventional notions of the relationship between literacy and technology.