如何在西方思維中固全面子 褚士瑩
最近感覺大家很注重英語力的樣子，所謂的英語力，就已經不是字彙或文法這種東西了，基於好奇，我請我的朋友John Iveson，是加拿大的ESL教授，特別針對中國人學英語提供一些方法，我在這裡翻譯給大家看一下囉!
Saving Face Beneath the Western Mindset
如何在西方思維中固全面子
During the last twenty years in the field of ESL, the most common question I have heard from Asian students is, “How can I improve my listening?” The question shows good intentions. These students have recognized and decided to address a weakness.
過去二十年來我在ESL(英語為第二外語教學)的領域，最常從亞洲學生聽到的問題是:『我要怎樣才能增強聽力?』這個問題很有意義，表示這些學生已經體認到他們的弱點，並且決定要面對它。
However, there is a far better question that no-one has ever asked me: “How can I use English to participate more effectively in this culture?”
然而，有一個更重要，卻從來沒人問過我的問題是: 『我應該如何用英文更有效的融入這個文化中?』
Answering this question might take more time, but the question is worth exploring. In my twenty years of teaching Chinese and other ESL students from all over the world, it is the issue I aim to address on a daily basis through my classroom teaching.
要回答這個問題可能要花較多的時間，但是很值得探索。在這二十年中教中國人還有來自世界各地的ESL學生，這正是我每天透過教學在針對的議題。
For many Chinese students, two key issues to address involve the notion of losing face and the adoption of a western style of communication.
對很多中國學生來說，兩個最主要的議題，一是怕丟臉，二是不知如何採用西式的溝通風格。
In the west, people expect direct opinions. Avoiding or skirting an issue can be perceived as weak or devious. On the other hand, offering constructive criticism, challenging opinions, and playing devil’s advocate are valued skills when used appropriately. For Chinese students who aspire to use English proficiently in social, educational, or workplace settings, the acquisition of these skills is essential.
在西方，大家都預期直接了當。逃避或拐彎抹角的講話方式，會被認為是懦弱或可疑，反過來說，能給予建設性的批評，挑戰對方的意見，或是悲觀的提出可能出錯地方的人，使用得當的話，卻被認為是有寶貴說話技巧的人，對於想要在社會，在校園，在職場流利使用英文的中國學生，具備這些說話技巧是不可或缺的。
This essay shows how a typical lesson can deal sensitively with the question of losing face. At the same time, a teacher can encourage Chinese students to adopt a western mindset when giving opinions. Taking the lesson step by step, we can see how the stages have both linguistic and psychological aims.
這篇文章要告訴大家我如何利用課堂，處理避免讓學生丟臉的問題，同時，老師在給中國學生意見時，同時也鼓勵他們採用西方思維，一步步跟著上課，我們可以看到如何在語言跟心理上面進步。
In this lesson, students discuss how to deal with disruptive students in schools.
在這堂範例課程，學生要討論如何處理學校裡不遵守規矩的學生。
I begin the lesson by telling a short anecdote about unruly students from my schooldays. One student could interrupt classes by pressing his temples, and throwing up in his desk. Another would turn on Bunsen burners before class without igniting them, thereby filling the room with gas. One girl used to hide the teacher’s board eraser in a different place every week. I’m surprised I learned anything at all, really!
我在課堂一開始，就會先說一個我學生時代同學們搗亂的短例，有的學生會故意壓自己的太陽穴，直到嘔吐在課桌上為止，也有的會在課前把教室後面的Bunsen牌暖爐瓦斯打開，但是故意沒有點火，讓整間教室裡瓦斯彌漫，有個女同學時常把老師的板擦，每個禮拜換個地方藏，在這情況下我還學得到東西也真算運氣了。
Next, I invite the class to brainstorm options for dealing with disruptive students. I accept all contributions, and note them on the board,
接下來，我讓班上同學開始動腦，想處置這些搗亂學生的方法，我接受各種提案，並且把提案寫在黑板上。
Then, in pairs, students have two minutes to find out which options were common at their partner’s schools, and whether they approve of the punishments.
接著學生兩兩分組，用兩分鐘的時間討論對方的學校裡，哪些處罰方法是常見的，還有學生是否認同這些處罰。
Here, it is fine if some students say very little. At this stage, students are formulating their positions in pairs, which is a low-stress situation.
在這階段，學生說很少也沒關係，重要的是學生以兩人為單位樹立他們的觀點，在這情境下壓力屬於很小的。
Next, I ask for anything interesting students heard from their partners. Again, no one is obliged to contribute publicly at this point. This can create a more comfortable atmosphere. It also shows students that they have a forum to speak publicly when they are ready.
接著，我問學生有沒有誰從他們的夥伴身上聽到甚麼有趣的事，跟先前一樣，沒有人被迫要公開講話，這可以營造出一個比較輕鬆的氣氛，也暗示學生們如果他們準備好的話，這裡有個舞台可以讓他們公開發言。
After this, students watch a short video in which people express a range of views on the same topic of disruptive pupils. Before listening, I ask students to listen for any mention of the punishments we have noted on the board. It is important to always have a specific reason for listening. Otherwise, as in real life, we switch off.
接下來，學生看一段短片，裡面有各種人對搗亂學生這個話題表達各樣觀點，在收聽之前，我要求學生特別注意有沒有人提到黑板上已經有列出來的處罰方式，為了特別原因而仔細聽，這點很重要，否則就像平常那樣，會隨便聽聽就算了。
These early stages generate ideas and stimulate memories, but do not force students to reveal their thoughts in front of the whole class. As students realize that they are not going to lose face, confidence increases, and the classroom atmosphere develops positively.
前面這些步驟彙集了各種想法也喚起各種記憶，但是卻沒有強迫學生在全班面前公開他們的想法，學生發現他們不會丟臉，自信心就會增加，課堂的氣氛也就會越來越好。
In the next phase, learners receive a list of questions about dealing with disruptive pupils. In pairs, students consider how various parties would answer these questions. The parties include parents, teachers, peer students, and principals. Students can select the parties they wish to consider. Providing extra choices again gives students a sense of control. By the end of this stage, pairs will have noted a number of opinions from a range of perspectives on issues such as excluding pupils, corporal punishment, and special schools.
下一階段，學生拿到一連串關於處理搗亂學師的相關問題，兩人一組，學生考慮不同角色的人會怎麼回答這些問題，這些角色包括家長，老師，同學，還有校長。學生可以自由選擇他們想扮演的角色，提供這些選項再次強化學生心中的主導權，這段結束後，每一組應該已經都會從不同觀點提出各式的建議，比如項退學，體罰，留校輔導等等。
From an educational standpoint, this stage promotes several key factors. Firstly, students are thinking critically, generating ideas, and formulating opinions. Crucially, personal views are hidden behind such figures as teachers, parents, and educational psychologists. Secondly, being in pairs means that no student has sole responsibility for any of the opinions. In other words, every student knows that at least one other person in the class has confidence in the validity of their ideas. Also, if the rest of the class hears the opinions, the student who came up with the idea retains some anonymity.
從教育觀點來看，這階段鼓勵了幾個面向，首先，學生用批判性的思考，會整想法，整合觀點，最重要的是，個人的觀點可以隱藏在老師，家長，或教育心理學家的角色扮演後面，同時，兩人一組表示沒有任何一個學生，需要為他們提出的觀點負全責，也就是說，每個學生都曉得教室裡起碼還有另一個學生同意他們的觀點，而且就算全班都聽到這個觀點，首先提出來的學生也可以保持匿名。
Of course, at some point, all students have to learn to offer their own opinions in a polite, concise, and forthright manner. If a Chinese student cannot learn to do this, he or she is unlikely to succeed in many western educational environments. As an ESL professor, part of my role is to nurture the ability to offer direct opinions, whilst ensuring that learners feel part of a supportive and non-threatening classroom environment.
當然，到某個階段，所有學生都得學會用客氣，精簡，而直接態度來提出他們自己的觀點，如果一個中國學生沒辦法學會這點，他就不大可能在西方的教育環境下成功。身為ESL的教授，我的角色之一，就是在課堂上營造鼓勵跟不挑釁的氣氛，逐漸培養出學生提出直接觀點的能力。
In the next stage, the task guides students towards offering their own opinions. First, student pairs separate, and join other students in groups of three or four. Armed with a list of different perspectives, students share these ideas and look for differences and similarities in the opinions they ascribed to third parties.
到下一階段，學生的任務就是提出他們自己的觀點。首先，打散原先的分組，重新組合成三到四人的小組，帶著先前的各種觀點，學生各自分享他們用第三人稱提出的觀點，尋求彼此相異和相同之處。
By this point in the lesson, students have heard a range of viewpoints and arguments relating to disruptive pupils. They have probably recalled people and incidents from their own educational backgrounds. It is time to offer personal opinions.
課程進行到這裡，學生已經針對搗亂學生這議題，聽到各種不同觀點跟爭論，或許也回想起他們自己在學習過程中親身遇過的人或事，這是學生提出個人觀點的時候了。
In the first part of the lesson, students were able to hide their opinions behind imaginary third parties such as teachers and parents. In the next stage, students give their own views. There is a risk of increasing the stress factor for some Chinese students. A degree of stress can be motivating, but not to the level of undue panic. Therefore, for students who are still reticent about opening up, this next stage contains two face-saving elements.
在這課程的前半，學生可以將自己的意見隱藏在假想的第三人稱後(如老師和家長) ，在下一階段，學生要提出自己的觀點了，對有些中國學生來說，這會增加壓力，適度的壓力可能起激勵作用，但是不至於到慌張的地步，因此，要讓這些還沒開口的學生開口，接下來這階段就包含兩個保全面子的元素。
In the west, many situations call for views to be expressed quickly and clearly. There is often no time for pre-ambles. Speaking time for individuals may be short. This section of the lesson is especially useful for Chinese students who plan to enter higher education in the west.
在西方，很多場合都需要把自己的觀點表達得又快速又清晰，往往沒機會去鋪陳，每個人能說話的時間可能很短，這階段的課程對想要在西方進入高等教育中國學生尤其有用。
Here, I introduce the PREP formula. PREP is a simple but effective way to organize the stating of an opinion. PREP stands for:
在這裡我要介紹PREP的方法，PREP是個整理要表達的觀點，一個簡單有效的方法。所謂的PREP就是:
P=Point of view(觀點)
R= Reason(原因)
E=Example or Evidence(舉例或提出證據)
P=Point of view restated(重新強調觀點)
Before their discussion, I give each student four small squares of colored card. Students write P1, R, E, and P2 on the cards respectively.
討論開始進行之前，我給每個學生四張正方型的小色卡，學生在色卡上面分別寫上P1，E，E和P2，
I then give an example answer to one of the questions the students have examined earlier.
接著我示範一次剛才學生已經討論過的回答，
“Should schools use corporal punishment to discipline unruly students?”
『學校應不應該對不守規矩的學生採取體罰?』
I tell students that they should each place the relevant card on the table in front of them when they hear me address each element of the PREP formula.
我告訴學生每當他們聽到我講到PREP裡面的元素時，就把恰當的色卡擺出來，
So, the exchange goes something like this:
因此，討論大致是這樣進行的，
“I am firmly against the use of corporal punishment in schools.” (Students place their P1 card on the table.)
『我堅決反對學校採用體罰，』(學生這時把P1的卡片放到桌上)
“For me, I don’t think corporal punishment improves student behavior.” (Students each place R on the table.) “It just seems to make a lot of students behave worse than before.”
『對我來說，我不覺得體罰對學生行為有幫助，』(學生此時把卡片R放在桌上)『我認為體罰反而會讓很多學生行為愈來越壞，』
“For example, in my school, the disruptive students were proud of the punishments they received. Their behavior did not improve. In fact, many of them got much worse and moved on to criminal actions.” (Students place E cards on the table)
『比如說，在我學校，不守規矩的學生覺得被處罰很炫，他們的行為並沒有因此改善，實際上，很多開始變本加厲甚至做出違法犯紀的事，』(學生在桌上擺出E卡)
“So, I totally disagree with the use of corporal punishment. (Students place P2 on the table) It has no real purpose and often makes a situation worse.”
『所以，我完全不同意採用體罰。』(學生將P2卡放在桌上)『體罰不但沒實質意義，有時甚至還雪上加霜 。』
I tell students then go back to their list of questions, consider their opinions, and share them in small groups. They use and listen for the PREP formula, place cards down, and offer feedback on views and use of the formula.
In this situation, students are communicating in a typically western style. However, the risk of losing face is still low for several reasons. The PREP formula provides cover for the students. The prescriptive sequence, imposed by the teacher, means that learners are following a directive. In other words, some responsibility for their actions rests with the teacher.
我告訴學生現在回到他們列出來的問題，考慮清楚他們的立場，接著在小組中分享。他們使用並且聽PREP的規則，把卡片放出來，反饋他們的看法，使用PREP的規則。
此時，學生在西式的情境下溝通，可是丟臉的風險因為幾個原因還是相當低，PREP規則提供學生一個擋箭牌，按照老師規定的使用順序，表是學生只不過是照著遊戲規則行事，換句話說，他們的行動有一部分是老師的責任。
Similarly, the cards may seem like a simple device, but they play an important role. Firstly, they introduce a slight game-like element to the discussion. Speakers want to see their listeners’ cards hit the table as they give opinions. Again, this removes much of the stress of revealing their opinions in a direct manner. In a sense, students can “forgive themselves” for being so direct, because other students also know they are being direct partly in order to get four out of four cards on the table. Finally, the cards are unobtrusive. The game element does not become the whole focus of the activity. The content of the stated opinions remains paramount.
同樣的，這些卡片看起來很簡單，卻扮演著重要的角色。首先，他們把討論用有點像玩遊戲的方式進行，發言者希望看到聽眾在自己發表意見的時候把他們的卡秀出來，這因此解除不少他們直接表達個人意見的壓力，從某個角度來說，學生可以『縱容自己』這麼直接，因為其他同學也知道他們只是為了要把色卡攤到桌上所以才那麼直截了當，最後，這些色卡逐漸變得無足輕重，這個遊戲的成分不再是整堂課的主軸，他們的觀點才是重點。
The use of a simple formula, a visual card element, and a competitive edge make this exercise especially memorable. The exercise works well in gently coercing students into following a western mindset. As a course progresses, I will return to similar exercises. At some point, of course, students have to make the decision themselves to adopt their western style of expression.
利用這個簡單的方式，一個視覺卡片的元素，加上一個競賽的形式，讓這個練習尤其印象深刻，這個練習讓學生逐漸走入西方思維的邏輯模式，學期進行中，我會不時回來做類似的練習，當然，到了某個程度，學生還必須自己決心開始使用這種西式的表達方式。
When in the west, it is ironic that a speaker who is concerned about losing face through offering a direct opinion is, in fact, actually more in danger of losing face by NOT offering a direct opinion.
在西方社會，發言的人擔心因直話直說而丟臉，是不可思議的事，實際上，有話不直說，才是真正冒著丟臉的險。
I would strongly advise all Chinese students to research western styles of speech when learning English, and especially before studying or working in an English-speaking country.
我強力推薦所有的中國學生學英文時，尤其在前往英語國家進修或工作之前，要能掌握西式的說話表達方式。
