本书以外语教学的“文化语境”为起点，指出培养跨文化交际能力的重要性，即学习外语的目的应在于有效地与外界进行沟通，并增进对国外世界的了解。作者对跨文化交际能力做了定义，并提出了由态度、知识、技巧、文化批判意识组成跨文化交际理论模型。全书围绕该模型探讨了在外语教学中如何就这四方面进行课程规划，总结了设计跨文化外语课程的六大步骤，最后提出了针对跨文化交际能力的评估和测试方法。第二版对语言教育的文化内涵认识更为深刻，认为语言教师应该发挥价值引领作用。

Foreword
Karen Risager
Preface (2020)
Preface (1997)
Introduction
The Tourist and the Sojourner
Teaching and Assessment
Intercultural Communicative Competence
Teaching and Assessing ICC: A Framework
What This Book Is ...
What This Book Is Not ...
1 Defining and Describing Intercultural Communicative Competence
Introduction
Communicating Across Linguistic and Cultural
Boundaries and Frontiers
Communication and Interaction
Teaching Intercultural Communication in Context
Assessment in the Context of Intercultural Communicative
Competence
Conclusion: The Language Learner as 'Ethnographer'
and/or as 'Applied Linguist'
Coda: Intercultural and Pluricultural Competence
2 A Model for Intercultural Communicative Competence
Introduction
Describing Intercultural Communication and the
'Intercultural Speaker'
Attitudes
Knowledge
Skills
Intercultural Communication in Operation
Acquiring Intercultural Communicative Competence in an
Educational Setting
Relating Intercultural Competence to Communication
Intercultural Competence Defined in Terms of Objectives
The Developmental Factor
Questions of Power in Intercultural Communication
Coda: Moral Relativism, Pluralism and Human Rights
3 Objectives for Teaching, Learning and Assessment
Introduction
Formulating Teaching, Learning and Assessment Objectives
Acquiring Intercultural Competence
A Comprehensive Model of Intercultural (Communicative) Competence
Coda: Mediation
4 Curriculum Issues
Introduction
Concepts of Progression
A Threshold of Intercultural Communicative Competence?
Planning a Curriculum for Intercultural Communicative Competence
Two Contrasting Examples: Teaching French in an East
Coast Region of the United States and English in
Chinese Taiwan
Lesson and Course Planning
Coda: Intercultural Citizenship and the Teacher's Ethical
Responsibilities
5 Assessment
Introduction
Assessing the Five 'Savoirs'
Purposes for Assessment
Assessing Levels of Intercultural Communicative Competence
Conclusion
Coda: Measurement of Intercultural and Related Competences
6 Conclusion
Appendix: Glastonbury Public Schools Project
References
Index