跨文化交际能力的教学与评估

书籍目录

Preface

Introduction

The Tourist and the Sojourner

Teaching and Assessment

Intercultural Communicative Competence

Teaching and Assessing Intercultural Communicative

Competence： A Framework

Defining and Describing Intercultural Communicative Competen

Introduction

Communicating Across Linguistic and Cultural Boundaries

Communication and Interaction

Teaching Intercultural Communication in Context

Assessment in Context of Intercultural Communicative

Competence

A Model for Intercultural Communicative Competence

Introduction

Describing Intercultural Communication and the

"Intercultural Speaker"

Attitudes

Knowledge

Skills

Intercultural Communication in Operation

Acquiring Intercultural Communicative Competence

in an Educational Setting

Relating Intercultural Competence to Communication

Intercultural Competence Defined in Terms of Objectives

The Developmental Factor

Objectives for Teaching， Learning and Assessment

Introduction

Formulating Teaching， Learning and Assessment Objectives

Acquiring Intercultural Competence

A Comprehensive Model of Intercultural

Communicative Competence

Curriculum Issues

Introduction

Concepts of Progression

A Threshold of Intercultural Communicative Competence？

Planning a Curriculum for Intercultural Communicative

Competence

An Example： Teaching French in an East Coast Region of the USA

Assessment

Introduction

Assessing the Five "savoirs"

Purposes for Assessment

Assessing Levels of Intercultural Communicative

Competence

Conclusion

Conclusion

Intercultural Communicative Competence and lingua franca

"Foreign" Language Learning

References

作者简介

Life in the contemporary world brings almost everybody into contact with people ofother languages and cultures. Foreign and second language teaching has evolved tomeet the challenges of the twenty-first century by putting a new emphasis on learningfor communication, or communicative competence. This book argues that a furtherevolution is required, to take account Of the affective and cognitive effects of engaging with otherness, of encountering people of different cultural identities and socialvalues and behaviours. In other words, language learners need to acquire interculturalcompetence too. Linguistic competence and intercultural competence are two dimensions of intercultural communicative competence.

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