Benchmarking intercultural communication competence assessment tools for ESP teaching
In an international professional environment, knowledge of the language alone is not a guarantee of success, as a result, recent language research emphasizes the intercultural component of foreign language education, and the development of tools to assess intercultural communication competence (ICC)...
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| Format: | article |
| Publication Date: | 2015 |
| Country: | España |
| Institution: | Universitat Politècnica de València (UPV) |
| Repository: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Language: | English |
| OAI Identifier: | oai:riunet.upv.es:10251/68620 |
| Online Access: | https://riunet.upv.es/handle/10251/68620 |
| Access Level: | Open access |
| Keyword: | ICC assessment tools English for specific purposes European higher education area Intercultural communication competence Specialized languages Competencia comunicativa intercultural espacio europeo de educación superior herramientas de evaluación de CCI inglés para fines específicos lenguas de especialidad FILOLOGIA INGLESA |
| Summary: | In an international professional environment, knowledge of the language alone is not a guarantee of success, as a result, recent language research emphasizes the intercultural component of foreign language education, and the development of tools to assess intercultural communication competence (ICC) towards the design of courses and training material. ICC research has produced a wide range of frameworks of analysis and assessment models to measure interculturally successful behaviors, such as adaptation, appropriateness, and effectiveness of intercultural interactions. However, tools and instruments to assess intercultural communication competence vary depending on whether their focus is on language learning or on cultural aspects and international or intercultural differences, but with regard to foreign language for specific purposes teaching, these tools do not seem to take into consideration the specificity of the context of learners. Therefore, the objective of this paper is to propose a framework of analysis specifically targeted for ESP learners based on existing ICC assessment tools and instruments, with a twofold purpose: to assess learners awareness and to apply it towards ESP syllabus design, and thus align ICC assessment with teaching objectives. |
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