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Publication
Avaliação de competência intercultural : estudantes universitários chineses de PLE
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Abstract(s)
Com base na contextualização da comunicação intercultural e da educação intercultural,
esta tese visa delinear a composição da competência intercultural e um perfil dos estudantes
universitários chineses de PLE. Procura-se dar resposta às perguntas de investigação, junto do
nosso público-alvo, designadamente: 1) Quais são os constructos que se compõem na CI e quais
os fatores que a afetam? 2) Qual é o nível em que se situa a CI? Também se pretende verificar
o impacto que o perfil demográfico e académico, bem com o regime da mobilidade terão na CI
do público-alvo.
A investigação começa pela fundamentação teórica e pela revisão da literatura, abordando
a complexidade de conceitos-chave (suas nomenclaturas e definições), bem como a sua
modelização, a avaliação e desenvolvimento, de modo a conseguir um entendimento holístico
sobre a CI, conciliando perspetivas diferentes num diálogo entre o Ocidente e o Oriente. As
lacunas teóricas e empíricas identificadas justificam a nossa opção metodológica quantitativa,
com recurso a um inquérito por questionário – CIEUC-PLE – adaptado e atualizado do estudo
de Fan, Wu & Peng (2013).
A investigação permitiu apurar os dados das respostas (N=968), sugerindo um consenso
entre a parte teórica e a empírica, em que se sustentam quatro dimensões de CI: o conhecimento,
a atitude, a aptidão e a consciência. Também foi possível discernir a existência de uma
modelização e de um instrumento de avaliação de CI, pelas análises fatoriais, com validade e
aplicabilidade no público-alvo e neste contexto. A análise descritiva situou a avaliação global
de CI no nível alto-médio e demonstrou a seguinte ordem decrescente: a atitude, a consciência,
a aptidão e o conhecimento. A análise inferencial, por sua vez, confirmou a existência de
impacto, estatisticamente significativo, do perfil demográfico, académico e do regime da
mobilidade.
Concluindo, tendo em conta o enquadramento teórico e a parte empírica, procuramos dar
um contributo para uma abordagem intercultural no ensino-aprendizagem de PLE na China e
sugestões para futuras investigações.
Based on the contextualization of intercultural communication and intercultural education, this research aims to outline a picture of the composition of intercultural competence and an assessed profile of Chinese college students of Portuguese as foreign language. We seek to respond the research questions, namely: 1) What are the constructs that compose in the IC and what are the factors that affect the IC? 2) What level is IC situated by scientific evaluation? It is also intended to probe the impacts that the demographic and academic profile, as well as the mobility regime will have on the IC of our research target. The research began by framing the theoretical basis and review of the literature, addressing the complexity about the key concepts (their nomenclatures and definitions) as well as their modelization, evaluation and development, in order to achieve a holistic understanding of the IC, reconciling different perspectives in a dialogue between the West and the East. During this, the theoretical and empirical gaps were identified and justified our quantitative methodological choice, by a questionnaire survey - CIEUC-PLE - adapted and updated from the study by Fan, Wu & Peng (2013). Our research allowed us to compute the data (N=968), suggesting an articulated consensus between the theoretical and the empirical part, in which it is supported the four-dimensional constitutions of IC: knowledge, attitude, skill and awareness. It was also possible to discern the existence of a modelization and an instrument of evaluation, of IC, by the factorial analysis, with validity and applicability in our public and in this context. Descriptive analysis placed the overall assessment of IC at the high-middle level and demonstrated the descending order of scores: attitude, awareness, skill and knowledge. The inferential analysis, in turn, confirmed the statistically significant impacts projected by the demographic and academic profile and the mobility regime. In conclusion, considering the theoretical framework and the empirical data, we try to leave contributions to an intercultural approach in teaching and learning Portuguese in China and suggestions for future researches.
Based on the contextualization of intercultural communication and intercultural education, this research aims to outline a picture of the composition of intercultural competence and an assessed profile of Chinese college students of Portuguese as foreign language. We seek to respond the research questions, namely: 1) What are the constructs that compose in the IC and what are the factors that affect the IC? 2) What level is IC situated by scientific evaluation? It is also intended to probe the impacts that the demographic and academic profile, as well as the mobility regime will have on the IC of our research target. The research began by framing the theoretical basis and review of the literature, addressing the complexity about the key concepts (their nomenclatures and definitions) as well as their modelization, evaluation and development, in order to achieve a holistic understanding of the IC, reconciling different perspectives in a dialogue between the West and the East. During this, the theoretical and empirical gaps were identified and justified our quantitative methodological choice, by a questionnaire survey - CIEUC-PLE - adapted and updated from the study by Fan, Wu & Peng (2013). Our research allowed us to compute the data (N=968), suggesting an articulated consensus between the theoretical and the empirical part, in which it is supported the four-dimensional constitutions of IC: knowledge, attitude, skill and awareness. It was also possible to discern the existence of a modelization and an instrument of evaluation, of IC, by the factorial analysis, with validity and applicability in our public and in this context. Descriptive analysis placed the overall assessment of IC at the high-middle level and demonstrated the descending order of scores: attitude, awareness, skill and knowledge. The inferential analysis, in turn, confirmed the statistically significant impacts projected by the demographic and academic profile and the mobility regime. In conclusion, considering the theoretical framework and the empirical data, we try to leave contributions to an intercultural approach in teaching and learning Portuguese in China and suggestions for future researches.
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Keywords
Estudantes chineses - Portugal Língua portuguesa - Estudo e ensino - Falantes do chinês Comunicação intercultural Competência comunicativa (Linguística) - Avaliação Educação intercultural - Portugal Linguagem e cultura Teses de doutoramento - 2019