中国大学生跨文化交际能力量具构建的理论框架

The theoretical framework for the construction of intercultural communicative competence scale for Chinese college students

跨文化交际能力是可以进行测评的，这一点国内外学者已经达成共识，但是目前并没有形成一个被大家普遍认可的测量工具。本文综述了国内外有关跨文化交际能力的研究，评析了国内外外语界两个最具影响力的跨文化交际能力模型，在此基础上，提出了构建适用于外语教育领域的中国大学生跨文化交际能力量具的理论框架。在该理论模型中，跨文化交际能力包括交际能力和跨文化能力两部分，其中，交际能力又包括语言能力、社会语言能力、语篇能力和策略能力四个部分；跨文化能力又包括知识、态度、意识和技能四个层面。

Consensus has been reached home and abroad that intercultural communicative competence (ICC) can be measured. Well-accepted scales of ICC, however, still do not exist. This paper reviews the research on ICC home and abroad, evaluates the most influential models of ICC proposed in foreign language world, and proposes a conceptual framework for assessing Chinese college students’ ICC in foreign language programs. In this model, ICC is comprised of communicative competence and intercultural competence. Communicative competence is further divided into four parts: linguistic competence, sociolinguistic competence, discourse competence and strategic competence. Intercultural competence also consists of four dimensions: knowledge, attitude, awareness and skills.