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Abstract
Recent years have witnessed rapid growth in language learning within online collaborative learning projects constructed between educational institutions in different cultural and pedagogic contexts. This qualitative case study investigated the role of teacher communication in a short online project between language classes in secondary schools in Australia and China. Analysis of teacher interview data from the Australian school identifies, in the unequal participation across the two school contexts, that the core impacting factor was breakdown in teacher communication. This involved apparent conflict in pedagogic beliefs both across the two educational schema involved and also within the teacher's adaptation to her Australian context. This study provides evidence of the need to address both partners' pedagogic cultures and the development of new teacher skills, in the construction of a ‘middle ground’ in which online intercultural learning experience can be successful.
近几年来, 语言学习通过网上合作学习环境进行得到迅速发展。本研究项目调查一个澳洲学校与一个中国学校在网上语言交流项目教师的反馈。通过分析澳洲学校教师的问卷调查,我们发现两个学校的参与情况不均,而影响到这个合作项目以及导致这个现象的主要因素来自于教师之间的交流与教师的不同教学理念。本研究所获得的证据表明,有必要进一步了解不同文化背景教师的教学理念,合作校方的教学方法以如何更好地提高双方教师的跨文化交际能力和增强学生在合作学习交流上的学习体验。