Cultivate intercultural sensitivity to motivate U.S. foreign language learners: A quasi-experimental study

Through a four-week experimental intervention based on the intergroup contact theory, this study sought to (a) explore its effects on U.S. foreign language learners’ Intercultural Sensitivity; and (b) investigate the interactions between Intercultural Sensitivity, Foreign Language Motivation, and Language and Cultural Backgrounds. Three findings were noted: (a) Intercultural Sensitivity significantly related to Foreign Language Motivation, after controlling for learners’ Language and Cultural Background factors; (b) the four-week intervention failed to produce statistically significant impact as intended; and (c) Parental Encouragement, Exposure to the Target Language Culture, and Chinese Learning History significantly related to learners’ responsiveness towards innovative culture learning.

本研究基于群际接触理论（intergroup contact theory）开展为期四周的实验干预，旨在达成两大研究目标：(a) 探究该干预对美国外语学习者跨文化敏感度（Intercultural Sensitivity）的影响；(b) 考察跨文化敏感度、外语学习动机（Foreign Language Motivation）与语言文化背景三者间的交互关系。本研究共得到三项核心发现：(a) 在控制学习者语言文化背景因素后，跨文化敏感度与外语学习动机呈显著相关；(b) 本次四周实验干预未达预设预期，未产生统计学意义上的显著影响；(c) 父母鼓励、目标语文化接触经历及汉语学习史，与学习者对创新性文化学习的接受度呈显著相关。