”文化”在語言教學當中一直都是不可或缺的元素。有鑑於全球化的效應，大多數上傳至YouTube平台的影片都隱含跨語際語言(translanguaging practices)的特色，使得多語制(multilingualism)的現象廣為流通。Benson在2015年已開始探究中英文跨語際語言影片底下的留言當中，語言與跨文化習得的可能。本篇研究針對27位受測者在YouTube網站上的互動評論，釐清此項活動針對跨文化習得的程度多寡。受測者對於YouTube 上(非)跨語際語言的影片留言皆以互動式架構(interactional frameworks; Benson, 2015)進行質性分析。另外，27位受測者的跨文化能力是透過Fantini所設計的問券進行評測。
經過互動式架構的分析證實，本篇研究當中的所有評論皆具有高互動性。雖然問卷結果顯示受測者的跨文化能力的改善欠佳，但同時，跨語際語言也同時被證實可以在YouTube互動當中催化更多關於語言與文化的討論。研究顯示，受測者不僅在跨語際語言影片當中進行較多互動，也更鑽研語言與文化相關議題。這些議題(例如:討論語言/文化本身)很稀少，並且只出現在實驗組(跨語際語言影片)中。另外，研究也顯示，本國籍受測者在觀賞跨語際語言影片時，在留言當中會使用較多中文。另外一個有趣的發現是，跨語際語言同時也出現在受測者的留言當中(例如:雙語模式或非母語翻譯留言)，但只分散的出現在非跨語際語言影片組別當中(控制組)。同時，我們也發現，討論串中的第一則留言的語言選擇通常會嚴重影響後續留言的語言選擇，並維持高一致性。
這些研究結果都證實YouTube留言互動確實能正面激發跨文化討論，並能有效融合在(跨)文化教學當中。此研究同時也鼓勵不同學科的學生運用此種活動進行跨領域學習。

Culture has long been an indispensable part in language learning and teaching. Due to rapid globalization, most videos uploaded to YouTube are often accompanied with translanguaging practices or activities, making multilingualism more globally available. Research has explored potential language and intercultural learning from comments on YouTube videos involving Chinese-English translanguaging (Benson, 2015). The present study further investigated 27 participants’ interactional comments on YouTube to scrutinize their effectiveness of intercultural learning. The comments left by the participants watching the (non)translanguaging videos on the YouTube were analyzed qualitatively through interactional frameworks used in Benson (2015). On the other hand, the 27 participants’ intercultural competence was also assessed quantitatively through the YOGA form developed by Fantini (2006).
After the analysis of the interactional framework, the interactivity between interactional comments in the present study was confirmed. Although the quantitative questionnaire indicated the improvement of participant’s intercultural competence is limited, however, it is proved that the affordance of “translanguaging” did work as a catalytic to trigger more language-and-culture related comments during interaction on YouTube. In addition to participants’ significantly more interaction in translanguaging group, the topical-centered language-and-culture discussions, such as the discussion of language itself or about culture, were found to be rare and only in the translanguaging group. Besides, Chinese was found to be a preferable language for native participants to write comments when they viewed a translanguaging video than when they viewed a non-translanguaging video. Interestingly, as an output, translanguaging phenomena, such as bilingual or translated comments, were only emerged in non-translanguaging group discretely. Moreover, the language usage sometimes would be affected by the first comment in each episode. Such results also proved that YouTube comment interaction is a positive activity full of intercultural discussion and potential to deepen their intercultural engagement.
From the present study, it is suggested that YouTube platform could be potentiality applied to incorporate culture and/or intercultural curriculum. Furthermore, instructors could attempt to engage the students from different fields to further achieve interdisciplinary commenting of learning.

CHAPTER I INTRODUCTION 1
1.1 Motivation and Background 1
1.2 Theoretical Framework 2
1.3 Statement of the Problems 3
1.4 Purpose of the Study 3
1.5 Research Questions 3
1.6 Significance of the Study 4
1.7 Definition of Terms 4
1.7.1. Intercultural Competence 4
1.7.2. Translanguaging 5
1.7.3. Code- switching 5
1.7.4. Translation 5
CHAPTER II LITERATURE REVIEW 6
2.1 SLA & interaction in applied linguistics 6
2.2 SLA & Culture 7
2.2.1. Culture and Language Learning & Teaching 8
2.2.2. Different Models of Culture 9
2.2.3. The model of culture learning 11
2.3 Intercultural Competence 15
2.3.1. Definition of intercultural competence 16
2.3.2. Models of intercultural competence 18
2.3.3. The assessment of Intercultural Competence 25
2.4 Translanguaging 27
2.5 The Interaction & Multimodality on YouTube 29
2.6 Empirical studies 30
2.6.1. Intercultural Competence on CMC 30
2.6.2. Translanguaging in Higher Education 31
2.6.3. Translanguaging and Intercultural Competence 32
CHAPTER III METHODOLOGY 35
3.1. Participants 35
3.2. Research Setting 36
3.3. YouTube 36
3.4. Instructional module: Observe, State, Explore and Evaluate (OSEE) tool 41
3.5. Research Procedure 42
3.5.1. Treatment lesson for the experimental group 42
3.5.2. Control Group 45
3.6. Treatment Materials 49
3.6.1. “I’m not Yours” 我不是你的 50
3.6.2. 青花瓷(Blue and White Porcelain) 50
3.6.3. 不一樣又怎樣 (We're All Different, Yet The Same) 51
3.6.4. 青花瓷(Blue and White Porcelain) 52
3.7. Instruments 53
3.7.1. The Intercultural Competence Pre-test Questionnaire 53
3.7.2. The Intercultural Competence Post-test questionnaire 55
3.8. Data Collection 55
3.9. Data Analysis 56
3.9.1. Intercultural Competence Pretest and Posttest Questionnaire 56
3.9.2. YouTube Discussion Comments 56
3.10. Interrater Reliability 65
CHAPTER IV RESULTS 66
Does translanguaging in the video have an effect on commenters’ intercultural competence? 66
Reliability of the Pre & Post Intercultural Questionnaire 66
Quantitative summary of the comments 71
Does translanguaging in the video have an effect on the language used by commenters in their comments? 72
Translanguaging Comment and Episode 77
Translanguaging Episode in non-translanguaging group 78
Mono-Language Usage Constrained by the Initial Comment 80
What can be observed in the interactional comments in terms of their exchange structure, acts and stance taking? 82
The Exchange Structure 82
Interactional Acts 85
Stance Markers 91
Do certain culture-related elements defined as Big C & small c in the translanguaging videos trigger specific language-and-culture related interaction? 92
What language-and-culture related interactions can be found in commenters’ comments on YouTube translanguaging videos? 95
Discussion of Language Itself 95
Translation between Chinese and English 97
Learning and Teaching about Culture 97
CHAPTER V & DISCUSSION & CONCLUSION 99
Does translanguaging in the video have an effect on EFL commenters’ intercultural competence? 99
Does translanguaging in the video have an effect on the language used by EFL commenters in their comments? 101
What can be observed in the interactional comments in terms of their exchange structure, acts and stance taking? 103
Do certain culture-related elements defined as Big C & small c in the translanguaging videos trigger specific language-and-culture related interaction? 106
What language-and-culture related interactions can be found in EFL commenters’ comments on YouTube translanguaging videos? 106
REFERENCES 111
APPENDICES 123
Appendix A Reflection 123
Appendix B Transcript of the Videos 126
Appendix C The Intercultural Competence Pre-test Questionnaire 132
Appendix D The Intercultural Competence Post-test Questionnaire 139
Appendix E Coding Manual 143
Appendix F Transcript of Comments 156
Appendix G Coding Result 194

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