Paper代写：Cross-cultural competence evaluation

下面为大家整理一篇优秀的paper代写范文- Cross-cultural competence evaluation，供大家参考学习，这篇论文讨论了跨文化能力评价。如今，跨文化交际成为人们日常生活中的重要活动，为有效地完成跨文化交际行为，交际者必须具备高层次的跨文化能力。而跨文化能力评价是指通过收集证据对交际者在跨文化行为中所表现出来的能力进行判断和评估。跨文化能力的评价是一个比较难的问题，涉及认知心理学、心理测量学和统计学等多个学科的知识。

Cross-cultural communication has become an important activity in people's daily life, in order to effectively complete intercultural communicative behavior, communicators must possess high-level cross-cultural competence. Then, how to evaluate the intercultural competence of communicators and how to carry out the evaluation of cross-cultural competence has become an unavoidable hot issue in cross-cultural research field.

With the deepening of globalization, international communication becomes an inevitable activity in people's daily life. According to the National Tourism Administration in 2016, "on the fourth quarter of 2015, the survey of the state travel agencies in the bulletin" can be seen, the outbound tourism market in the quarter reached 13.8385 million. According to the statistics of the general administration of Customs, 2015 China's goods Trade import and export value of 24.59 trillion yuan. The above data show that both the tourism industry and international business are showing a large-scale expansion of the situation, international exchanges have to promote the trend of the whole nation. Therefore, in order to enhance international competitiveness, it is necessary to have a cross-cultural capacity to act effectively in a global environment. So what is cross-cultural competence, how to evaluate it, this is the main problem explored in this paper.

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The term "intercultural competence" was introduced in the 1970s. Subsequently, cross-cultural competence research in the United States, Europe and China, and other rapid rise. Scholars from home and abroad have explored the connotation, composition, evaluation and cultivation of cross-cultural competence in different fields such as academic, business and tourism. However, because of the scholars ' exploration based on different research perspectives, the academic community has failed to reach a consensus on the connotation and composition of cross-cultural competence, and even the mixed use of cross-cultural competence and intercultural communicative competence has arisen.

From the review of cross-cultural competence research, we find that Byram's definition of cross-cultural competence is the highest, and its content is summarized as "other countries ' cultural knowledge, national cultural knowledge, cross-cultural communication skills, language communication skills, cognitive and interactive skills, valuing and respecting different cultural values, beliefs and behaviors, The ability dimensions of critical cultural awareness and self-awareness play a key role in the effective and appropriate exchange and interaction of individuals in a particular cross-cultural environment with people from different cultures. As for intercultural communicative competence, Spitzberg is defined as follows: "Cross-cultural communicative competence can be understood broadly as an impression that this behavior is appropriate and effective in a particular context." From the above two authoritative definitions, we can see that the connotations of cross-cultural competence and intercultural communicative competence are basically consistent, and all involve language competence, cross-cultural awareness, thinking ability, communicative strategy and so on. Therefore, this paper will cross cultural competence and intercultural communicative competence to avoid terminology mixing.

Cross-cultural competence evaluation is to judge and evaluate the ability of communicators in cross-cultural behavior by collecting evidence. The evaluation of cross-cultural competence is a difficult problem, involving the knowledge of many subjects such as cognitive psychology, psychometric and statistics. Although a variety of cross-cultural evaluation tools have been developed, it is not possible for these evaluation tools to effectively collect the evidence needed to evaluate cross-cultural competence, and each evaluation tool is limited and it is impossible to fully measure all dimensions of cross-cultural capacity. So, in the work of cross-cultural competence evaluation, it is necessary to think more about how to carry out the evaluation work in combination with the existing evaluation theories and tools.

Cross-cultural competence is composed of many child competencies, and the evaluation task cannot evaluate all the intercultural competence dimensions at once, which involves the issue of priority evaluation. This selection process is not arbitrary and requires reference to the purpose of the evaluation mission and is discussed with the relevant evaluators before it can be decided.

Once the child capacity for evaluation is identified, it is followed by a description of the purpose of the evaluation and the measurement objectives. This process requires a clear articulation of the knowledge and achievable behavior that can be acquired by the evaluators, not only as an evaluation criterion for evaluators, but also as a cross-cultural learning goal for the reviewers.

The workload of the evaluation task is very large, it is difficult for the individual to complete, so it is necessary to look for experts to build the evaluation team from many fields, which facilitates more accurate evaluation of the results. Once the evaluation team is completed, the next step is to develop an achievable evaluation plan and select the appropriate evaluation methodology.

There are many elements of cross-cultural competence, for each factor, the evaluators should choose appropriate evaluation methods, so the evaluation work needs to combine many ways. The development trend of cross-cultural competence evaluation is to use a variety of methods to evaluate the formative and summative evaluation.

In a word, the evaluation of cross-cultural competence is a difficult task, and many difficulties will be encountered in the process of carrying out cross-cultural evaluation. However, the evaluation of cross-cultural competence must be based on suitability and effectiveness, comprehensively measure the level of cross-cultural competence of the evaluators, and provide guidance for their understanding of their own abilities and the development of subsequent learning goals.

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