Abstract
Abstract The latest “Guide to College English Teaching” lists cross-cultural education as an important part of college English courses. At the same time, ICAO ’s requirements for civil aviation pilots and controllers ’cross-cultural abilities increase year by year, which raises new requirements for the cultivation of cultural abilities. This article explores this subject from two aspects of cross-cultural psychology and cross-cultural behavior, using SPSS22.0 data analysis method and Delphi method to establish an evaluation model, which includes four first-level indicators: attitude, awareness, knowledge and skill. Attitude and consciousness evaluate cross-cultural psychology, and knowledge and skills evaluate cross-cultural behavior. Under the 4 first-level indicators, there are 6 second-level indicators and 17 third-level indicators. This paper uses the accuracy and convenience of language operators in the process of information conversion to transform fuzzy subjective qualitative analysis into quantitative analysis, and proposes a set of evaluation methods for cross-cultural competence based on language operators. At the same time, an empirical study was conducted with C University as an example. The statistical results show that the method has good applicability and scientificity for the evaluation of the cross-cultural competence of civil aviation college students.
Highlights
The cultural attributes of language determine that the college English curriculum should focus on instrumentality, and on humanity
2 Evaluation of Intercultural Ability of Civil Aviation College Students Based on Language Operator
2.2 Evaluation Model of Intercultural Ability of Civil Aviation College Students Based on Language Operator
Summary
The cultural attributes of language determine that the college English curriculum should focus on instrumentality, and on humanity. The "Guide" lists cross-cultural education as an important task of college English courses It emphasizes that enhancing cross-cultural communication awareness and communicative competence is the teaching goal. Deardorff believes that cross-cultural competence is the ability to communicate effectively and appropriately based on personal cross-cultural knowledge, skills, awareness and attitudes [3]. Wu Weiping and others conducted empirical research based on Byram’s cross-cultural competence evaluation model theory, systematically and comprehensively analyzed the dimensions of consciousness, attitude, knowledge, and skills in the composition of college students’ cross-cultural competence, and carried out. Zhang Yong conducted a comprehensive analysis of empirical research on college students ’cross-cultural competence from the perspective of foreign language teaching, and proposed future development directions for empirical research on cross-cultural communicative competence in foreign language education. Through case analysis, the practicality and scientificity of the method in evaluating cross-cultural competence are demonstrated
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