Evaluation and assessment of the professional intercultural competence acquisition by economics majors

This article concerns the problems of evaluation and assessment in ESP teaching. The authors suggest a system of evaluation in acquiring the professional intercultural competence by economics majors participating in international exchange programs. This system of evaluation is integrated in the structure of the linguopragmatic model of ESP teaching and includes such pragmatic forms of evaluation as ongoing formative evaluation of students' performance; student portfolios containing professional writing tasks; final assessment in the form of an oral presentation of a product or service. The suggested assessment criteria fully conform to the linguopragmatic language teaching principles, reflect the pragmatic focus of ESP teaching and provide objective feedback to students' communicative activities in cross-cultural environment.

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