This paper discusses the importance emphasized by General Secretary Xi Jinping on utilizing red resources to inherit the red gene, analyzes the application of red culture in second language (L2) teaching, and its role in diversifying subject education and enhancing students' intercultural communication skills. It also points out current issues in integrating red culture into L2 teaching, such as the neglect of ideological-political education and the cultivation of practical application skills, as well as outdated and singular evaluation systems. The paper highlights the positive impact of red culture on learning abilities, cultural understanding, and value formation in L2 teaching but notes the lack of a systematic evaluation framework. Finally, it proposes that this study aims to construct an effectiveness evaluation index system for integrating red culture into L2 teaching, providing a reference for improving the ideological-political education quality of L2 courses.

1. Research on the Integration of Red Culture into L2 Teaching

The paper explores the significance and current research status of red culture in L2 teaching. As an important component of China's outstanding traditional culture, red culture has garnered attention for its role, significance, implementation strategies, and effectiveness evaluation in L2 teaching. Integrating red culture into L2 teaching helps enrich students' knowledge, enhance language proficiency, transmit culture, and cultivate comprehensive qualities. However, further research is needed on how to better combine red culture with L2 teaching content and improve evaluation systems. Domestic and foreign scholars have conducted extensive research on L2 teaching evaluation, proposing diversified assessment strategies and evaluation models. Constructing a scientific and reasonable effectiveness evaluation system for integrating red culture into L2 teaching is of great significance for improving teaching quality and motivating students. This study aims to develop a comprehensive evaluation index system through literature review, interviews with professional teachers, classroom observations, and Delphi surveys to determine evaluation indicators, construct an operational evaluation system, and use the Analytic Hierarchy Process (AHP) to assign indicator weights, forming a complete evaluation system.

2. Theoretical Foundations for Evaluating the Effectiveness of Red Culture Integration into L2 Teaching

The paper discusses the theoretical foundations for evaluating the effectiveness of integrating red culture into L2 teaching, including common evaluation models and intercultural communication theories. It introduces the Kirkpatrick Model, Deming Cycle, and CIPP evaluation model, emphasizing the effectiveness and applicability of the CIPP model in L2 teaching evaluation. Additionally, it explores the application of intercultural communication competence models in integrating red culture into L2 teaching, stressing that evaluations should focus on the context of red culture integration, teaching resource inputs, implementation processes, and teaching outcomes to enhance the cultural depth and educational value of L2 teaching.

3. Research Methods

The paper introduces two primary research methods: the Delphi method and the Analytic Hierarchy Process (AHP). The Delphi method collects expert opinions through questionnaires, and this study employs a modified version, using a structured questionnaire derived from literature review to improve relevance and reduce cognitive burden for experts. The AHP is used to address complex decision-making problems by decomposing issues and pairwise comparisons to determine relative importance, applied here to assign weights to effectiveness evaluation indicators for integrating red culture into L2 teaching. The study uses self-designed questionnaires and employs SPSS and SPSSAU software for data analysis and consistency checks to ensure the scientific validity of the evaluation indicators.

4. Construction of an Effectiveness Evaluation Index System for Integrating Red Culture into L2 Teaching Based on Intercultural Communication Theory

Based on intercultural communication theory, the paper constructs an effectiveness evaluation index system for integrating red culture into L2 teaching. First, using the CIPP evaluation model and principles of intercultural communication theory, combined with literature review and expert interviews, a preliminary evaluation index system is proposed, consisting of 4 dimensions, 11 first-level indicators, and 25 second-level indicators. Next, the Delphi method is used to refine and finalize the index system through two rounds of questionnaire surveys, collecting expert opinions on the necessity, completeness, weight assessment, and priority ranking of indicators. The final system includes 4 dimensions (context, input, process, outcome), 10 first-level indicators, and 14 second-level indicators. Finally, the AHP is applied to assign weights to the indicators, constructing a three-tier hierarchical model. Through expert scoring and consistency checks, the weights of indicators at each level are calculated, forming a complete effectiveness evaluation index system for integrating red culture into L2 teaching.

5. Research Conclusions and Application Recommendations

This study constructs an effectiveness evaluation index system for integrating red culture into L2 teaching, comprising 4 dimensions, 10 first-level indicators, and 14 second-level indicators. The index system comprehensively covers key dimensions, with clear priorities and emphasis on core indicators. The process dimension carries the highest weight, followed by the outcome, input, and context dimensions. Among the first-level indicators, teacher competence, teaching strategies, and learning outcomes have the highest weights. Among the second-level indicators, content selection, self-efficacy, and student feedback are significantly weighted. The study proposes recommendations such as strengthening the evaluation system, effectively utilizing evaluation results, fostering learners' awareness of red culture, and prioritizing the enhancement of teachers' professional competence to improve the quality of integrating red culture into L2 teaching.