跨文化能力导向的大学英语地域文化教学评价模型构建与实证研究

Construction and Empirical Study of an Intercultural Competence-Oriented Evaluation Model for Regional Culture Instruction in College English

摘要: 在教育数字化转型与大学英语课程育人功能不断强化的背景下，地域文化融入教学已成为提升学生跨文化能力的重要路径。然而，既有研究多聚焦教学实施路径，对评价机制的结构化建构与过程性表征关注不足。基于此，本文以Y大学《综合英语2》课程为研究情境，以“越地文化”为地域文化代表，选取126名非英语专业本科生为对象，在真实课堂教学中构建并实施跨文化能力导向的评价模型，通过准实验设计分析其应用效果。模型以Byram跨文化交际能力理论与Deardorff过程模型为理论基础，整合“认知–情感–行为”三维框架，构建文化理解、情感认同与跨文化交际能力三维结构，并通过层次分析法确定权重。基于问卷量表、任务表现与学习行为数据，采用信效度检验、配对样本t检验与相关分析进行实证分析。结果表明：模型具有良好信效度；学生跨文化能力得到提升；学习投入与能力发展显著相关。研究进一步提出“能力结构–证据整合–反馈调适”的评价解释框架，为大学英语评价改革提供理论与实践参考。由于研究样本和教学情境较为集中，相关结论仍需在更多课程和不同院校中继续检验。

Abstract: With the digital transformation of education and the growing emphasis on the educational role of College English, integrating regional culture into instruction has become an important approach to fostering students’ intercultural competence. However, prior research has mainly focused on instructional practices, with limited attention to the structural design and process representation of assessment systems. This study was conducted in the course Comprehensive English 2 at Y University, involving 126 non-English major undergraduates and using “Yue culture” as the regional cultural context. An intercultural competence-oriented assessment model was developed and implemented in authentic classroom teaching, and its effectiveness was examined through a quasi-experimental design. Based on Byram’s intercultural communicative competence theory and Deardorff’s process model, the framework integrates cognition, emotion, and behavior into a three-dimensional structure of cultural understanding, affective identification, and intercultural communicative competence. The Analytic Hierarchy Process (AHP) was applied to assign weights to each dimension. Using questionnaire data, task performance, and learning behavior records, the study conducted reliability and validity analyses, paired-sample t-tests, and correlation analysis. The results indicate that the model achieved acceptable reliability and validity. Students’ intercultural competence showed measurable improvement, while learning engagement was positively associated with competence development. Finally, the study proposes an interpretive framework of “competence structure-evidence integration-feedback adjustment”, providing implications for College English assessment reform. Given the relatively concentrated sample and instructional context, further validation across different courses and institutional settings is recommended.