Foreign Language School, Weifang University, Weifang, Shandong 261061, China.
Comput Intell Neurosci. 2022 Apr 28;2022:4310982. doi: 10.1155/2022/4310982. eCollection 2022.
With the intensification of global economic integration, international exchanges have become increasingly frequent, and employers have put forward higher requirements for ICC (Intercultural Communication Competence) of college students. In this paper, in ICC mode, the multimodal evaluation model framework of ICC is constructed by using multimodal theory. The evaluation object is Chinese college students, the evaluation media are computers and networks, and the evaluation contents include knowledge, consciousness, speculation, attitude, skills, and strategies of cross-cultural communication. The research results will help Chinese college students overcome their fears during the cross-cultural communications, meanwhile,can strengthen the cultivation of ICC for students as well. After comprehensive consideration of various influencing factors, comparing the overall teaching quality of universities of different grades or the same grade can objectively reflect the overall teaching level of the university, hoping to provide some reference for the application of multimodal discourse analysis theory and CET (college English teaching).
随着全球经济一体化的加剧，国际交流日益频繁，用人单位对大学生跨文化交际能力（ICC）提出了更高的要求。本文以 ICC 模式为指导，运用多模态理论构建了跨文化交际能力的多模态评价模型框架。评价对象为中国大学生，评价媒体为计算机和网络，评价内容包括跨文化交际的知识、意识、推测、态度、技能和策略。研究结果将有助于中国大学生克服跨文化交际中的恐惧，同时加强对学生跨文化交际能力的培养。综合考虑各种影响因素后，比较不同或同一等级高校的整体教学质量，可以客观反映高校的整体教学水平，希望为多模态话语分析理论和大学英语教学（CET）的应用提供一些参考。
