在大学EFL学习者中评估当地文化意识:基于Delphi和AHP的索引框架
Lunan Fan1, Guiping Cheng1, Na Yan2
1Department of Theoretical Education, Guizhou Police College, Guiyang, Guizhou Province, China.
PloS one
|October 8, 2025
概括
这项研究引入了一个新的框架来评估大学英语外语 (EFL) 学习者的文化意识,在课程开发中促进当地文化认同.
科学领域:
- 教育评估的教育评估
- 应用语言学 应用语言学
- 文化研究 文化研究
背景情况:
- 在大学英语作为外语 (EFL) 教育中忽视当地文化认同.
- 需要文化为基础的评估框架,超越以英语为中心的模型.
研究的目的:
- 开发和验证一个评估框架来评估EFL学习者的文化意识.
- 为课程改革和文化敏感教学提供实用工具.
主要方法:
- 运用了克拉姆施的象征能力和拜伦的跨文化沟通能力 (ICC) 原则.
- 使用了两轮的德尔菲咨询与15名EFL专家 (肯德尔的W=0.86,p<0.01).
- 用于框架验证的分析层次过程 (AHP) 分析 (一致性比率<0.1).
主要成果:
- 完成了三个主要维度的索引系统:本地表达和应用 (45.27%),本地情感态度 (33.01%),以及本地认知和理解 (21.72%).
- 开发了18个次要指标,平衡文化自豪和跨文化开放.
- 通过描述符映射与CEFR/ACTFL集成框架 (例如,从本地故事讲述到CEFR C1多元文化调解).
结论:
- 经过验证的框架为教育工作者和政策制定者提供了一个实用的工具.
- 促进文化基础评估和课程的设计.
- 促进在EFL教育中重视当地文化认同的转变.
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