EXPLORING ASSESSMENT FOR DEVELOPING
INTERCULTURAL COMMUNICATIVE COMPETENCE
AMONG MULTILINGUAL HIGH SCHOOL FINANCE STUDENTS

Zhussupova Roza¹*, Kassymbekova Nurilya², Ilyassova Alima³, Arenova Gulzhan⁴, Zhussupova Amina⁵

¹Prof. L.N. Gumilyov Eurasian National University, Nur-Sultan city, Kazakhstan, rozazhusupova@rambler.ru
²PhD degree in Pedagogy, L.N. Gumilyov Eurasian National University, Nur-Sultan city, Kazakhstan, nsk.81@mail.ru
³Master of Pedagogical Sciences, Docent of the department of Foreign Languages, Eurasian Humanities Institute, alima_ilyassova@mail.ru
⁴Master of Pedagogical Sciences, Docent of the department of Foreign Languages, Eurasian Humanities Institute, gulzhan.docent@mail.ru
⁵Master Student, L.N. Gumilyov Eurasian National University, Nur-Sultan city, Kazakhstan, amina.zhussupova01@gmail.com
*Corresponding Author

Abstract

The formation of intercultural communicative competence (ICC) as ability to participate in foreign language communication is the priority of ESP. In teaching English for multilingual University  students on specialty  “finance”  in Kazakhstan for teachers often face the issue to measure students’ language skills which they have achieved through designed tests, quizzes, online testing programs, etc. The purpose of our study is to measure three key components of ICC in order to observe and experimentally check multilingual students’ academic achievement in cultural knowledge, attitude, and behavior. Moreover the evaluation of ICC formation is done through formative, summative assessment, rubrics at the beginning and after experimental teaching.
Two groups of students were involved into experimental teaching as control and experimental groups. In fact the results show that the students improve their foreign language acquisition, cultural awareness, self-esteem and motivation. Moreover the methodological guidelines provide in the field of selection of assessment types and strategies with setting appropriate tasks and making rubrics. Finally, comparing the results of ICC skills before and after experimental teaching as a whole we concluded that scores of control and experimental groups changed and even the students from experimental group got the higher points after experimental teaching.
Thus the present study attempted to address the problem of the ICC skills development while studying the improvement of students’ cultural knowledge, attitude and behavior of multilingual students in Kazakhstani Universities alongside with the efficiency of task based evaluation used for students’ assessing and other means of teaching. The results reflected a wide range of professional opinions, personal reflections as well as pedagogical and linguistic experiences.

Keywords: Intercultural communicative competence; assessment; ESP; multilingual skills, rubrics.