Assessing Intercultural Business Communicative Competence


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Recent years have witnessed the booming of intercultural business English teaching worldwide. Teaching and assessment can never be separated. However, how to assess intercultural business communicative competence still remains a mystery. This presentation attempts to solve this mystery by presenting several ways of assessing intercultural business communicative competence.

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Assessing Intercultural Business Communicative Competence

  1. 1. Assessing Intercultural Business Communicative Competence Baoquan Liu Shanghai University of Finance and Economics, China
  2. 2. OUTLINE <ul><li>DEFINITION </li></ul><ul><li>BACKGROUND OF THE STUDY </li></ul><ul><li>LITERATURE REVIEW </li></ul><ul><li>TESTING FORMATS </li></ul>
  3. 3. Definition <ul><li>Intercultural Business Communicative Competence </li></ul><ul><li>Three variables: Inter culture; Business; Communication </li></ul><ul><li>Intercultural communication in business settings </li></ul>
  4. 4. Background of the study <ul><li>The ACTFL (American Council on the Teaching of Foreign Languages) Guidelines </li></ul><ul><li>Business English undergraduate program in China </li></ul>
  5. 5. Overview of previous research <ul><li>Culture testing formats </li></ul><ul><li>Valette (1977) </li></ul><ul><li>Seelye </li></ul><ul><li>Moore (1994) </li></ul><ul><li>Renwick </li></ul><ul><li>Paige (2000) IDI </li></ul>
  6. 6. The success of the integration of the intercultural testing into TEM 8 <ul><li>Old test syllabus 1997 </li></ul><ul><li>New test syllabus (2004) </li></ul><ul><li>Test syllabus (2011) </li></ul>
  7. 7. Variables <ul><li>Intercultural Business Communicative Competence: </li></ul><ul><li>Intercultural knowledge </li></ul><ul><li>Business knowledge </li></ul><ul><li>Communicative competence in intercultural business settings </li></ul>
  8. 8. Model
  9. 9. Formats <ul><li>Intercultural knowledge: Objective testing </li></ul><ul><li>MCQ, T/F, MATCHING </li></ul>
  10. 10. Formats <ul><li>Business knowledge: Objective testing </li></ul><ul><li>MCQ, T/F, MATCHING </li></ul>
  11. 11. Business knowledge (MCQ) <ul><li>Which of the following does not belong to the division of three sectors of industry? </li></ul><ul><li>A. Primary industry </li></ul><ul><li>B. Secondary industry </li></ul><ul><li>C. Third industry </li></ul><ul><li>D. Tertiary industry </li></ul>
  12. 12. Formats <ul><li>Communicative competence in intercultural business settings: Subjective testing: case study, business negotiation </li></ul>
  13. 13. <ul><li>INTERCULTURAL BUSINESS COMMUNICATION </li></ul><ul><li>[15 MIN.] </li></ul><ul><li>In this part there is one case study followed by several questions. Read the case study and then write your answers on ANSWER SHEET THREE. You should write at least 100 words. </li></ul>
  14. 14. <ul><li>Wu Guoqing had just started working for an American company that had extensive business commitments in China. A large part of this work concerned advising his expatriate colleagues on Chinese business practices. This involved both writing reports and recommendations and addressing meetings. </li></ul>
  15. 15. <ul><li>As he was very anxious to succeed, Wu always researched his topics thoroughly and tried to make his presentations as clear as possible. However, he gradually became aware that something was wrong. It often seemed that nobody listened to him and his advice was ignored. </li></ul>
  16. 16. <ul><li>When he spoke at meetings, he felt that people were impatient and uninterested in what he had to say. He got more and more unhappy and began to feel that his colleagues were not interested in his opinions because he was Chinese. This, he thought, was racism. </li></ul>
  17. 17. <ul><li>The company had a policy of annual review, which meant that every staff of member met with the managing director once a year to discuss his or her progress. When the time came for Wu’s review, the managing director gave him a copy of the company’s assessment of his performance The assessment praised his hard work, but made the following, very serious criticisms: </li></ul>
  18. 18. <ul><li>When speaking at meetings, arguments are often unfocused and speeches lack clear direction. </li></ul><ul><li>Written reports contain too much irrelevant material. </li></ul>
  19. 19. <ul><li>In both speaking and writing, material is poorly organized, with important recommendations often appearing only at the end of the report. </li></ul><ul><li>Often appears uncertain about the points he wants to make. </li></ul>
  20. 20. <ul><li>Wu was shocked by these criticisms. He could not understand why they had been made and he was not sure what to do about them. </li></ul>
  21. 21. Questions: <ul><li>1. Why do you think the company criticized Wu in this way? </li></ul><ul><li>2. Do you think he is correct to conclude that the problem is racism? </li></ul>
  22. 22. <ul><li>3. What cultural expectations about presenting information orally and in writing may account for the negative evaluation of Wu’s work? </li></ul><ul><li>4. Give advice to Wu to deal with each of the specific criticisms the managing director made. </li></ul>
  23. 23. <ul><li>Thank you very much </li></ul><ul><li>Contact information: </li></ul>