A Study On The Examination Of Students’ Intercultural Communicative Competence In NMET English Papers

As the process of economic and cultural globalization continues,people from different cultures are communicating with each other more and more frequently.The globalized circulation environment requires people to have the appropriate intercultural communicative competence.The English Curriculum Standards for senior high school promulgated and implemented in 2017 and revised in 2020 in China also put forward specific goals and requirements for the cultivation of intercultural communicative competence.Thus,it can be seen that developing senior high school students’ intercultural communicative competence will be of great help to them in both their current studies and future work.The College Entrance Examination as an important test to examine the effectiveness of English teaching and learning in senior high school,there is a need to examine whether students have achieved the goal of developing intercultural communicative competence mentioned in the English Curriculum Standards for senior high school.Therefore,in order to play the positive guiding role of the College Entrance Examination on senior high school English teaching and learning,it is necessary to research the examination of intercultural communicative competence in the examination questions of NMET English National Papers.This study takes the NMET English National Paper I from 2016 to 2020 as the research object,and analyzes how the questions in the four sections of listening,reading,application of language knowledge and writing examine students’ intercultural communicative competence by dividing them into three examination points: cognitive examination point,affective examination point and behavioral examination point.This study focuses on the following two research questions:(1)How does the NMET English National Papers examine students’ intercultural communicative competence?(2)What is the status quo of the examination of intercultural communicative competence in the NMET English National Papers?Through the analysis,we can get the following information about the examination of intercultural communicative competence in the NMET English National Paper I.First of all,objective questions in the NMET English National Papers mainly examine students’ intercultural communicative competence at the cognitive and behavioral examination points,while subjective questions mainly examine students’ intercultural communicative competence at the affective and behavioral examination points.The proportion of listening,reading and application of language knowledge questions shows that the objective questions mainly examine students’ intercultural communicative competence at cognitive and behavioral levels.The writing questions are subjective questions and their examination situation indicates that the subjective questions mainly examine intercultural communicative competence at the affective and behavioral levels.Next,the proportion of cognitive,affective,and behavioral examination points in the NMET English National Papers is not equally distributed.Firstly,the four types of questions in the papers,namely listening questions,reading questions,application of language knowledge questions and writing questions,basically examine students’ intercultural communicative competence at the cognitive and behavioral levels,but only the writing questions examine intercultural communicative competence at the affective level.Secondly,the proportion of cognitive examination point and behavioral examination point vary over the past five years,reflecting the imbalance between cognitive and behavioral levels of intercultural communicative competence in listening,reading and application of language knowledge questions.Finally,although the distribution of cognitive and behavioral examination points in the NMET English National Papers is not stable,the overall status is that the proportion of cognitive examination point decreases year by year,and the proportion of behavioral examination point increases year by year.The analysis of various question types shows that at this period,the NMET English National Papers are gradually increasing the examination of intercultural communicative competence at the behavioral level,so the proportion of behavioral examination point is also increasing.According to the above examination situation can answer the two questions raised before: the listening,reading,application of language knowledge,and writing questions in the NMET English National Papers examine students’ cognitive,affective,and behavioral intercultural communicative competence through cognitive,affective,and behavioral examination points,but the proportion of cognitive,affective,and behavioral examination points are not equally distributed.Finally,based on the results of this study,some ideas and suggestions are proposed for the College Entrance Examination and senior high school English teaching.