지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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The purpose of this paper is to present the direction of developing an assessment framework and tool for intercultural communicative competence(ICC) in primary English classes. To achieve the purpose, the Delphi survey targeted to constructs of assessing ICC was carried out. The results showed that the constructs of assessing ICC were composed of attitude, knowledge, awareness, and understanding about different cultural background as well as skills such as skills of discovery, interpreting, speech act, and interaction. Based on the results, the framework for assessing ICC and test specification(purpose, section, target language, types of texts, language skills, types of task, number of items, assessment types, criterion of assessment, etc) were suggested in primary English classes. In the framework, assessment types(T/F, multiple choice, filling in the blank, matching, interview, presentation, discussion, simulation, role play, etc) and strategies were investigated through the Delphi survey and expert committee meetings. In devising the assessment tool, intercultural profile, text-based information, text-based scenarios, video-based scenarios, intercultural incident role plays, biography of intercultural competence, and dossier of evidence of intercultural competence needed to be considered appropriately and systematically. The preliminary assessment framework and tools were checked by in-depth interviews with 20 teachers. The results of the survey and the interviews were fed back into revising the first draft. In this study, it was suggested that the revised assessment framework and tools need to be applied to assess primary learners’ intercultural communicative competence.
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