|
Tác giả CN
| 吴, 卫平. | |
Nhan đề dịch
| An analysis of the assessment tools for Chinese college students’ intercultural communicative competence. | |
Nhan đề
| 中国大学生跨文化能力维度及评价量表分析. /c吴卫平, 樊葳葳, 彭仁忠. | |
Thông tin xuất bản
| 2013. | |
Mô tả vật lý
| tr. 581-592. | |
Tóm tắt
| Based on Byram’s intercultural communicative competence (ICC) assessment model, this paper reports an empirical study on the intercultural communicative competence dimensions and assessment tools. The intercultural communicative competence dimensions investigated in this systematic and comprehensive study include awareness, attitude, knowledge, and skills. By using explorative factor analysis (EFA) and certification factor analysis (CFA), we have developed an assessment tool for measuring Chinese college students’ ICC, which has proved to have good validity and reliability. Among the six factors considered for the measurement, knowledge of others is the most decisive one, which is followed by intercultural communication skills. Intercultural cognitive skills play a rather weak role, and intercultural awareness the weakest role. | |
Tóm tắt
| 本研究基于Byram的跨文化能力(ICC)评价模式理论,以中国大学生为受试,针对其跨文化能力维度及评价量表进行一次实证调查,系统全面地分析中国大学生跨文化能力构成中的意识、态度、知识、技能等维度,并进行探索性和验证性因子分析,从而构建一份具有良好信度和效度的中国大学生ICC评价量表,该量表包括本国文化知识、外国文化知识、态度、跨文化交流技能、跨文化认知技能、意识等六个主要因子。研究结果发现,本土化后的中国大学生ICC评价量表被证实在实际测量中具有可靠性和有效性。中国大学生跨文化能力具有多维性。六个因子评价和解释中国大学生跨文化能力的作用各有不同,其中外国文化知识影响最强,跨文化交流技能影响居其次,本国文化知识和态度影响居中,跨文化认知技能影响较弱,跨文化意识影响力最弱。 | |
Đề mục chủ đề
| Ngôn ngữ học--TVDHHN | |
Thuật ngữ không kiểm soát
| 大学生. | |
Thuật ngữ không kiểm soát
| Liên văn hóa. | |
Thuật ngữ không kiểm soát
| Năng lực giao tiếp. | |
Thuật ngữ không kiểm soát
| 维度. | |
Thuật ngữ không kiểm soát
| 评价量表. | |
Thuật ngữ không kiểm soát
| 跨文化能力. | |
Tác giả(bs) CN
| Fan, Wei Wei. | |
Tác giả(bs) CN
| Peng, Renzhong. | |
Tác giả(bs) CN
| Wu, Weiping. | |
Tác giả(bs) CN
| 彭, 仁忠. | |
Tác giả(bs) CN
| 樊, 葳葳. | |
Nguồn trích
| Foreign language teaching and research.- 2013, Vol. 45, No.4. | |
Nguồn trích
| 外语教学与研究- 2013, 第45卷.第4期 |
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| 242 | 0 |aAn analysis of the assessment tools for Chinese college students’ intercultural communicative competence.|yeng |
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| 245 | 10|a中国大学生跨文化能力维度及评价量表分析. /c吴卫平, 樊葳葳, 彭仁忠. |
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| 260 | |c2013. |
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| 300 | |atr. 581-592. |
|---|
| 362 | 0 |aVol. 45, No. 4 (Jul. 2013) |
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| 520 | |aBased on Byram’s intercultural communicative competence (ICC) assessment model, this paper reports an empirical study on the intercultural communicative competence dimensions and assessment tools. The intercultural communicative competence dimensions investigated in this systematic and comprehensive study include awareness, attitude, knowledge, and skills. By using explorative factor analysis (EFA) and certification factor analysis (CFA), we have developed an assessment tool for measuring Chinese college students’ ICC, which has proved to have good validity and reliability. Among the six factors considered for the measurement, knowledge of others is the most decisive one, which is followed by intercultural communication skills. Intercultural cognitive skills play a rather weak role, and intercultural awareness the weakest role. |
|---|
| 520 | |a本研究基于Byram的跨文化能力(ICC)评价模式理论,以中国大学生为受试,针对其跨文化能力维度及评价量表进行一次实证调查,系统全面地分析中国大学生跨文化能力构成中的意识、态度、知识、技能等维度,并进行探索性和验证性因子分析,从而构建一份具有良好信度和效度的中国大学生ICC评价量表,该量表包括本国文化知识、外国文化知识、态度、跨文化交流技能、跨文化认知技能、意识等六个主要因子。研究结果发现,本土化后的中国大学生ICC评价量表被证实在实际测量中具有可靠性和有效性。中国大学生跨文化能力具有多维性。六个因子评价和解释中国大学生跨文化能力的作用各有不同,其中外国文化知识影响最强,跨文化交流技能影响居其次,本国文化知识和态度影响居中,跨文化认知技能影响较弱,跨文化意识影响力最弱。 |
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| 650 | 07|aNgôn ngữ học|2TVDHHN |
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| 653 | 0 |a大学生. |
|---|
| 653 | 0 |aLiên văn hóa. |
|---|
| 653 | 0 |aNăng lực giao tiếp. |
|---|
| 653 | 0 |a维度. |
|---|
| 653 | 0 |a评价量表. |
|---|
| 653 | 0 |a跨文化能力. |
|---|
| 700 | 0 |aFan, Wei Wei. |
|---|
| 700 | 0 |aPeng, Renzhong. |
|---|
| 700 | 0 |aWu, Weiping. |
|---|
| 700 | 0 |a彭, 仁忠. |
|---|
| 700 | 0 |a樊, 葳葳. |
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| 773 | |tForeign language teaching and research.|g2013, Vol. 45, No.4. |
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| 773 | |t外语教学与研究|g2013, 第45卷.第4期 |
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| 890 | |a0|b0|c0|d0 |
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