scholarly journals Developing Intercultural Communicative Competence: Formative Assessment Tools for Mandarin as a Foreign Language

2019 ◽  
Vol 16 (Number 2) ◽  
pp. 97-123
Author(s):  
Dorothy DeWitt ◽  
Suet Fong Chan
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Formative Assessment ◽  
Communicative Competence ◽  
Formative Assessments ◽  
Assessment Tools ◽  
Intercultural Communicative Competence ◽  
Intercultural Communication Competence ◽  
Intercultural Exchange ◽  
Linguistic Backgrounds

Purpose - Intercultural communicative competence (ICC) is important in intercultural exchange, to address problems and conflicts which may arise due to miscommunication that results from interlocutors’ diverse cultural and linguistic backgrounds. Interlocutors may have different perceptions and interpretations of communicative behaviour. However, cultural and intercultural aspects seem to be ignored in teaching Mandarin as a foreign language (MFL) in Malaysian higher education institutions. Hence, the ICC level among local MFL learners is unknown. In this study, formative assessments were designed in a culturally integrated MFL module to investigate learners’ level of ICC in a selected Malaysian polytechnic. Methodology - The polytechnic was selected as cultural competency was incorporated in the MFL course. A design and developmental research was carried out to design formative assessment for ICC based on experts’ feedback. The assessment comprised Intercultural Discussion and Reflections, Cultural Discovery, Cultural Quizzes and an Intercultural Communicative Task. They were implemented to assess learners’ ICC. Findings - The results indicate that different forms of assessment were suitable for assessing the respective competences, and that multiple forms of formative assessment should be employed to assess and improve MFL learners’ ICC. Significance - Instructors in higher education could apply these forms of formative assessment to develop ICC among their MFL learners. The assessments could also be extended to intercultural communication competence development in other languages, which is important in a multicultural and globalized society.

Technology-Based Activities as Formative Assessments in the Higher Education Classroom

2020 ◽  
pp. 233-253
Author(s):  
Diana Tang-En Chang ◽  
Jennie L. Jones ◽  
Danielle E. Hartsfield
Keyword(s):  
Higher Education ◽  
Elementary Education ◽  
Formative Assessment ◽  
Learning Outcomes ◽  
Formative Assessments ◽  
Assessment Tools ◽  
Assessment In Higher Education

Instructors across a variety of contexts and levels utilize formative assessments to measure students' progress toward meeting learning outcomes. Formative assessments are how instructors gauge whether their students have mastered content or skills or if they require additional practice and support. The purpose of this chapter is to explain how three elementary education professors utilize technology-based activities as formative assessments within their classrooms. In this chapter, the authors address the importance of using formative assessment in higher education classrooms and provide illustrative examples of how various technologies can be used as assessment tools. These examples will include game-based activities (e.g., Kahoot), presentation platforms (e.g., Nearpod), and organizational tools (e.g., Padlet). The goal of this chapter is to help support instructors in higher education who wish to incorporate technological activities while using them as formative assessments when teaching students.

scholarly journals Use of formative assessment at foreign language classes in higher education institute

2021 ◽  
pp. 74-80
Author(s):  
Yuliya M. Orekhova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Formative Assessment ◽  
Self Regulation ◽  
Educational Process ◽  
Assessment Tools ◽  
Self Report ◽  
Language Class ◽  
Language Classes ◽  
Assessment Technology

The article is devoted to the problem of modernization of the education process in higher education institutes related to the implementation of the new Federal educational standard. The new educational paradigm requires searching for new innovative ways of forming of the key competences for personal and professional development. Russian scientists point to the situation in modern pedagogy when the use of innovative teaching methods contradicts traditional assessment systems. In the context of competence-based approach this contradiction can be eliminated by the introduction of new assessment methods, and then by the creation of assessment tools. The author suggests using the technology of formative assessment for the achievement of the educational and cognitive aspects of a foreign language class and the development of students regulatory skills. The key ideas of formative assessment technology, feasibility of its usage at foreign language classes in high school and phases of its implementation into the educational process are described in the present article. The educational and cognitive aspects are graphically presented in the system school-university. The educational and regulative students skills (self-control, self-evaluation, self-regulation) developed by the regular use of the technology at classes are listed. The author analyzes the main techniques of formative assessment technology (criteria-based assessment, comment from a teacher, mind map, self-report, feed-back), the implementation of which is thought to be the most effective at university, and give examples of their use at English classes.

scholarly journals ICC Nurturing Strategies in the Context of Sino-foreign Institutes

2021 ◽  
Vol 11 (9) ◽  
pp. 1072-1079
Author(s):  
Xiaomei Zhu ◽  
Anwei Feng
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Empirical Research ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Intercultural Communicative Competence ◽  
Higher Education In China ◽  
Education In China ◽  
Development Of Students

This paper discusses intercultural communicative competence (ICC) education in the context of Sino-Foreign Institutes (SFIs). Through an overview of the development of internationalization of higher education in China, the paper puts forward four strategies that are widely adopted to facilitate the development of students ICC. The four strategies are provision of ICC specific courses, integration of ICC in subject courses, integration of ICC with foreign language education, and intercultural activities and projects. Towards the end, the paper argues that more empirical research is needed to evaluate the effects of the strategies on students’ ICC and challenges the SFIs face in the post-pandemic era.

scholarly journals TEACHING INTERCULTURAL COMMUNICATIVE COMPETENCE: THEORETICAL BACKGROUND

2018 ◽  
pp. 12-18
Author(s):  
Liliya Morska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Communication ◽  
Communicative Competence ◽  
Language Education ◽  
Theoretical Background ◽  
Assessment Tools ◽  
Teaching Methodology ◽  
Primary Concern ◽  
Intercultural Communicative Competence

Background. The goal of teaching a foreign language has always been the issue of debates in language teaching methodology. With emergence of Competence-based Approach the idea of teaching communicative competence became quite persuasive in this respect. Though, it can often be heard in teaching circles that language is culture and we should teach the language as part of culture. Therefore, witnessing the shifts in the goal of learning English as to enable learners to communicate their ideas and culture with not only native English speakers but also those of other cultures, the question of intercultural communication is inevitably indispensable in English language learning as far as students’ communicative competence development is of primary concern. Purpose. The purpose of the paper is to analyze the essential issues of the intercultural communicative competence structure and to define theoretical background for developing the didactic model of teaching this competence. Discussion. The article discusses theoretical background of pragmatic aspects of teaching intercultural com­municative competence to Ukrainian speaking students in ESP educational surrounding. The author presumes that the learners of English will be more likely to use the language for interaction with non-natives rather than the native speakers. A noteworthy fact is that intercultural communication training promotes expansion of worldviews, strengthens motivation for language learning, enhances intercultural communication skills, improves content of foreign language education etc. To enhance the potential of foreign language classes in terms of developing inter­cultural communicative competence, it is significant to encourage students into participation in the network-based international language learning projects aimed at developing collaboration with the students from a variety of cultures using the same foreign language. Results. It has been found out that the most effective activities for teaching intercultural communication are cultural assimilations, cultural capsules, mini-dramas, role-plays, social and cultural tasks, use of media, training, comparative and project technology. The assessment tools include tests, portfolios, observation, interviews, dia­ries, reports etc. They will help objectively identify the level of knowledge and skills as well as readiness for the intercultural interaction. Perspective for further studies is seen in the development of the model of teaching this competence to ESP students. The system of exercises to correlate with the model is to be developed as well.

scholarly journals The foreign-language communicative competence grounds of master course students

2020 ◽  
Vol 2020 (1 (130)) ◽  
pp. 114-119
Author(s):  
Nataliia Vasylyshyna
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Global Market ◽  
Educational Process ◽  
Assessment Tools ◽  
Teaching Methodology ◽  
Higher Education System

The urgency of the problem raised in the article is explained by the increasing demand for qualified specialists who have a good command of a foreign language. The process of modernization of the higher education system in Ukraine under conditions of its intensive development of socio-economic cooperation with other countries causes the actualization of the problems related to the quality of education, which implies the ability of future professionals to perform professional activities in the foreign language environment. Therefore, the training of master course students in foreign languages has become one of the important goals of the modern high school. The relevance of the paper is connected with the modern necessity to master university students’ skills to meet their communicative needs by means of a foreign language in order to compete in the global market. Our period of worldwide globalization has created the vital necessity in master course students who need to present profound skills and abilities in all foreign language activities, such as: listening, speaking, reading and writing. Modern higher education has to comply with new methods, approaches, assessment tools that cater to the English communicative goals of students. Taking into consideration the rate of modern foreign language learning actuality and necessity, we have conducted a scientific research which comprised three parts that dwelled on fulfilling the main purposes as well as the tasks of the survey: the first part dealt with the description of the term “communicative competence” and its components; the second part of the paper was dedicated to figuring out peculiarities of the foreign communicative competence; then the third part of the paper was grounded on the description of the most common set of activities that can be implemented in the contemporary educational process in the framework of higher education. Thus, the research findings have been claimed that the biggest advantages of the communicative foreign language teaching methodology are connected with: its appropriateness in finding the teaching materials as well as providing master course students with active language-based activities according to various forms of tasks given by a university teacher.

scholarly journals Analysing EMI assessment in higher education

2021 ◽  
Vol 14 (33) ◽  
pp. e15475
Author(s):  
Ana Otto ◽  
José Luis Estrada Chichón
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Formative Assessment ◽  
Mixed Methods Research ◽  
Summative Assessment ◽  
Private University ◽  
Assessment Tools ◽  
Medium Of Instruction ◽  
Assessment Practices ◽  
Research Article

This research article reveals current English as a Medium of Instruction (EMI) lecturers’ assessment practices in a medium-sized (i.e., 12,000 students) private university in Madrid, Spain. The investigation aims to analyse how EMI assessment is conducted; what are the most popular assessment tools that EMI lecturers use; and the role that English as a foreign language plays in EMI teaching. Moreover, this is a mixed-methods research investigation in which data were obtained throughout two tools: One questionnaire (Otto, 218) and two focus groups. All in all, the study clearly verifies that EMI lecturers are not trained enough in terms of EMI teaching in general, and assessment in particular. There are no significant differences between EMI and non-EMI assessment tools, apart from the fact that summative assessment mainly prevails over formative assessment. Final recommendations are provided regarding accurate EMI assessment practices after empirical evidence was gathered.

TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING

2021 ◽  
Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
School Students ◽  
Middle Stage

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.

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