Developing a Multi-dimensional Framework for Cultivating Intercultural Critical Thinking in College English Listening-Speaking Teaching

Abstract

Based on the theory of communicative language ability, this study integrates international and domestic standards such as the Common European Framework of Reference for Language (CEFR) and China’s Standards of English Language Ability (CSE) to construct a cross-cultural and critical-thinking-oriented framework for English listening and speaking skills through localized adaptation. The research demonstrates how to flexibly reference existing language frameworks and make personalized adjustments to meet the practical needs of teaching and assessment at the local university. Employing a mixed-methods approach, which includes literature analysis, expert discussions, and empirical investigation, a three-level (Benchmark-Milestone-Capstone) descriptor bank comprising 149 core descriptors was established, covering both cognitive skills and affective dimensions. The study not only integrates international and domestic standards with institutional characteristics but also explores a pathway for cultivating cross-cultural critical thinking abilities rooted in the local educational ecosystem and aligned with institutional training objectives. Further refinement of the framework will be conducted through questionnaire validation and teaching practice, providing a solution for reforming English language teaching in higher education that combines global perspectives with institutional distinctiveness.