Book contents
- Intercultural Communication and Language Pedagogy
- Intercultural Communication and Language Pedagogy
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Acknowledgments
- Introduction
- Part I Theoretical and Methodological Foundations
- Part II Pedagogical Implementation
- Chapter 4 Intercultural Communication: Teaching Vocabulary
- Chapter 5 Intercultural Communication: Teaching Grammar
- Chapter 6 Intercultural Communication: Teaching Pragmatics
- Chapter 7 Intercultural Communication: Teaching Paralinguistic Features
- Chapter 8 Intercultural Communication: Teaching Nonverbal Communication
- Chapter 9 Intercultural Communication: Teaching Cultural Knowledge
- Chapter 10 Assessing Intercultural Communication
- Part III Intercultural Communication and the Personal Journey
- Appendix Curricular Plans for Teaching with an Intercultural Communication Orientation
- References
- Index
Chapter 10 - Assessing Intercultural Communication
from Part II - Pedagogical Implementation
Published online by Cambridge University Press: 15 August 2020
- Intercultural Communication and Language Pedagogy
- Intercultural Communication and Language Pedagogy
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Acknowledgments
- Introduction
- Part I Theoretical and Methodological Foundations
- Part II Pedagogical Implementation
- Chapter 4 Intercultural Communication: Teaching Vocabulary
- Chapter 5 Intercultural Communication: Teaching Grammar
- Chapter 6 Intercultural Communication: Teaching Pragmatics
- Chapter 7 Intercultural Communication: Teaching Paralinguistic Features
- Chapter 8 Intercultural Communication: Teaching Nonverbal Communication
- Chapter 9 Intercultural Communication: Teaching Cultural Knowledge
- Chapter 10 Assessing Intercultural Communication
- Part III Intercultural Communication and the Personal Journey
- Appendix Curricular Plans for Teaching with an Intercultural Communication Orientation
- References
- Index
Summary
Assessing intercultural communicative competence can be challenging for a number of reasons. First, there is little consensus regarding the precise definitions of subcomponents of intercultural competence, making it difficult to identify specific constructs to assess. Second, intercultural competence is locally situated, so the “same behavior or skill may be perceived as competent in one context but not another or one perceiver but not another, and thus no particular skill or ability is likely to ever be universally ‘competent’” (Spitzberg & Changnon, 2009, p. 6). Third, in a related vein, some aspects of intercultural communicative competence might not be suitable for classroom assessment, an issue that is addressed at the end of this chapter. In spite of these challenges, for personal and institutional purposes, assessing learners’ progress in intercultural communicative competence remains an important educational objective. Thus, in this chapter, I review several relevant concepts in L2/Lx assessment, then explore how they relate to understanding intercultural communicative competence, illustrating the theory with three case studies.
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- Intercultural Communication and Language PedagogyFrom Theory To Practice, pp. 221 - 236Publisher: Cambridge University PressPrint publication year: 2020