Testing intercultural competence in (International) English: Some basic questions and suggested answers
Testing intercultural competence in (International) English: Some basic questions and suggested answers
复制标题
测试（国际）英语的跨文化能力：一些基本问题和建议答案
DOI：
10.1515/cercles-2014-0012
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Rudi Camerer
中科院分区：
文献类型：
--
作者：
Rudi Camerer
跨文化能力测试一直被认为是心理测量学的一个领域，它要求通过自我回答问卷和对问卷的统计评估来确定和量化个体的人格特征，从而分析个体的人格。基本假设是，分析和描述的候选人个性可以被视为同一个人在跨文化接触中实际表现的指标。从语言能力测试构建者的角度来看，所有这类跨文化测试都提出了关于其构建和预测效度的基本问题。在此背景下，本文首先分析了基于人格的跨文化能力测试的不足。第二，基于CEFR的相关部分以及众多参与国际讨论的学者的工作，本文提出了一个可行的跨文化交际能力结构。特别注意礼貌的概念，在跨文化接触和英语作为一种弗兰卡（ELF）的作用。第三，提出了基于标准的英语跨文化能力测试的基本框架。本文所借鉴的测试程序已经过广泛的试点，是包括测试规格、课程材料和教师培训材料在内的培训教材的一部分。
Abstract The testing of intercultural competence has long been regarded as the field of psychometric test procedures, which claim to analyse an individual's personality by specifying and quantifying personality traits with the help of self-answer questionnaires and the statistical evaluation of these. The underlying assumption is that what is analysed and described as a candidate's personality can be treated as an indicator of that same person's practical performance in intercultural encounters. From the point of view of a test constructor for language competence, all intercultural tests of this type raise basic questions concerning their construct and predictive validity. Against this background, this article firstly examines the shortcomings of personality-based tests of intercultural competence. Secondly, based on relevant parts of the CEFR as well as on the work of numerous contributors to the international debate, a practicable construct of intercultural communicative competence is suggested. Special attention is paid to the concept of politeness in intercultural encounters and the role of English as a lingua franca (ELF). Thirdly, a basic outline of a criterion-based test of intercultural competence in English is provided. The test procedures on which this article draws have been extensively piloted and are part of a training package including test specifications, course materials and teacher-training material.
影响因子：
3
作者：
Wenger, E
通讯作者：
Wenger, E