{"title":"解释跨文化能力各组成部分之间的关系:结构方程模型法","authors":"Qing Wang , Timothy Teo","doi":"10.1016/j.ijintrel.2024.101953","DOIUrl":null,"url":null,"abstract":"<div><p>This large-scale study aims to test Byram’s model of intercultural competence (IC) (1997) and examine the relationships among the five IC components – attitudes, knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness. Although different IC models have been put forward each year, little empirical effort has been made to validate the theoretic IC models. The current study thus intends to fill the gap in the literature by testing Byram’s model and examining the relationships among the model’s components. Data were collected from 2599 students enrolled in 11 Chinese universities and colleges. Structural equation modelling was employed, and the reliability and validity of the research model were tested. The results indicated that 53% of the variance in critical cultural awareness was explained by attitudes and skills. Individuals’ attitudes significantly influenced their skills of discovery and interaction, while knowledge significantly influenced their skills of interpreting and relating. In addition, an individual’s cultural knowledge is not directly associated with their critical cultural awareness. This study provides implications for IC cultivation in foreign language teaching in the Chinese higher education context.</p></div>","PeriodicalId":48216,"journal":{"name":"International Journal of Intercultural Relations","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Explaining the relationships among components of intercultural competence: A structural equation modelling approach\",\"authors\":\"Qing Wang , Timothy Teo\",\"doi\":\"10.1016/j.ijintrel.2024.101953\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This large-scale study aims to test Byram’s model of intercultural competence (IC) (1997) and examine the relationships among the five IC components – attitudes, knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness. Although different IC models have been put forward each year, little empirical effort has been made to validate the theoretic IC models. The current study thus intends to fill the gap in the literature by testing Byram’s model and examining the relationships among the model’s components. Data were collected from 2599 students enrolled in 11 Chinese universities and colleges. Structural equation modelling was employed, and the reliability and validity of the research model were tested. The results indicated that 53% of the variance in critical cultural awareness was explained by attitudes and skills. Individuals’ attitudes significantly influenced their skills of discovery and interaction, while knowledge significantly influenced their skills of interpreting and relating. In addition, an individual’s cultural knowledge is not directly associated with their critical cultural awareness. This study provides implications for IC cultivation in foreign language teaching in the Chinese higher education context.</p></div>\",\"PeriodicalId\":48216,\"journal\":{\"name\":\"International Journal of Intercultural Relations\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2024-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Intercultural Relations\",\"FirstCategoryId\":\"90\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0147176724000221\",\"RegionNum\":2,\"RegionCategory\":\"社会学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, SOCIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Intercultural Relations","FirstCategoryId":"90","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0147176724000221","RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}
引用次数: 0
摘要
这项大规模研究的目的是检验 Byram 的跨文化能力(IC)模型(1997 年),并研究 IC 五个组成部分--态度、知识、解释和联系技能、发现和互动技能以及批判性文化意识--之间的关系。尽管每年都有不同的 IC 模型被提出,但很少有实证研究来验证理论上的 IC 模型。因此,本研究旨在通过检验 Byram 的模型和研究该模型各组成部分之间的关系来填补文献空白。研究收集了中国 11 所大专院校 2599 名学生的数据。研究采用了结构方程模型,并检验了研究模型的信度和效度。结果表明,态度和技能解释了批判性文化意识变异的 53%。个人的态度极大地影响了他们的发现和互动技能,而知识则极大地影响了他们的解释和联系技能。此外,个人的文化知识与其批判性文化意识并无直接联系。本研究为中国高等教育外语教学中的IC培养提供了启示。
Explaining the relationships among components of intercultural competence: A structural equation modelling approach
This large-scale study aims to test Byram’s model of intercultural competence (IC) (1997) and examine the relationships among the five IC components – attitudes, knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness. Although different IC models have been put forward each year, little empirical effort has been made to validate the theoretic IC models. The current study thus intends to fill the gap in the literature by testing Byram’s model and examining the relationships among the model’s components. Data were collected from 2599 students enrolled in 11 Chinese universities and colleges. Structural equation modelling was employed, and the reliability and validity of the research model were tested. The results indicated that 53% of the variance in critical cultural awareness was explained by attitudes and skills. Individuals’ attitudes significantly influenced their skills of discovery and interaction, while knowledge significantly influenced their skills of interpreting and relating. In addition, an individual’s cultural knowledge is not directly associated with their critical cultural awareness. This study provides implications for IC cultivation in foreign language teaching in the Chinese higher education context.
期刊介绍:
IJIR is dedicated to advancing knowledge and understanding of theory, practice, and research in intergroup relations. The contents encompass theoretical developments, field-based evaluations of training techniques, empirical discussions of cultural similarities and differences, and critical descriptions of new training approaches. Papers selected for publication in IJIR are judged to increase our understanding of intergroup tensions and harmony. Issue-oriented and cross-discipline discussion is encouraged. The highest priority is given to manuscripts that join theory, practice, and field research design. By theory, we mean conceptual schemes focused on the nature of cultural differences and similarities.