Diagnostic Assessment of Intercultural Communicative Competence in Foreign Language Education

Abstract

This article aims to address the implementation of diagnostic measures as an integral part of language education. The article is devoted to the diagnosis of university students’ intercultural communicative competence emergence. Although assessment of students’educational activities in Kazakhstan context has been developed and systematized at the proper level, it can be argued that the diagnosis of educational achievements in foreign language education is conducted haphazardly and without a proper theoretical framework at this stage. The diagnostic assessment aims to determine not only how intercultural communicative competence of trainees has developed, what they have achieved at some point and what needs further development,but also to establish links between the objectives in the educational process and individual educational achievements. For this purpose questionnaires and diagnostic tests can be used to determine the progress in the development of the intercultural communicative competence.
Key words: foreign language education, intercultural communicative competence, diagnostics, competence diagnostics, diagnostics methods, diagnostic assessment.