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El. knyga: Assessing Intercultural Language Learning: The Dependence of Receptive Sociopragmatic Competence and Discourse Competence on Learning Opportunities and Input

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Although Intercultural Communicative Competence (ICC) has become a key objective in foreign language (FL) education, curricula offer little in how language teachers can promote ICC through language instruction. This book responds to the challenge of how intercultural language learning can be accounted for more profoundly in FL teaching. By means of innovative intercultural assessments, the author investigates the development of three language competences central to ICC in relation to learning opportunities as experienced by German learners of English. Audiovisual media were found to be a major input factor in the development of intercultural language abilities. The book ends with a discussion of how audiovisual media can be implemented in secondary and tertiary FL and teacher education.

Recenzijos

«Timpes book presents a thoroughly empirical attempt to measure discourse-related constructs, the very nature of which make them more difficult to manipulate than, for example, form-related ones, such as those of a grammatical, morphological or phonological nature. [ ...] This is a thought-provoking book, which addresses profound questions concerning the relationship between knowledge, identity, learning and membership.» (Jose I. A. Rio, Linguist List, April 2015)

List of Tables
xv
List of Figures
xvii
Chapter I Introduction: ICC, Pragmatics, and Language Learning
1(12)
The Challenge
1(9)
ICC, IC, or ICIC?
3(3)
ICC and Foreign Language Education in Germany
6(4)
Outline of the Book
10(3)
Chapter II Theoretical Background and Contextualization: ICC
13(42)
Language and Culture
13(3)
Culture as a Speech Community in ICC Research
16(4)
Conceptualizing Intercultural Communication
20(2)
Frameworks of Intercultural Communicative Competence
22(26)
Conceptual frameworks from communication studies
23(12)
Conceptual frameworks from second and foreign language education
35(12)
Summary
47(1)
ICC Frameworks and (Language) Assessment
48(7)
Chapter III Theoretical Background and Contextualization: Pragmatic Competence
55(52)
Bridging the Gap: ICC and Pragmatics Research
55(1)
Pragmatics -- A Brief Historical Overview
55(8)
Pragmatic Competence Revisited
63(2)
Pragmatic competence: Universal or culture-specific?
64(1)
Cross-cultural Pragmatics
65(4)
Positive and negative transfer in ILP
67(2)
Interlanguage Pragmatics
69(19)
Interlanguage pragmatics and comprehension
70(7)
Interlanguage pragmatics and production
77(6)
Interlanguage pragmatics and discourse
83(4)
Summary
87(1)
Development of ILP: Input and Learning Contexts
88(11)
Theoretical approaches in ILP development
89(4)
The study abroad context
93(4)
The foreign language context
97(2)
Pragmatics Assessment
99(5)
Summary and Implications
104(3)
Chapter IV Research Design and Methodology
107(38)
Language Competences in ICC
107(1)
Aims and Objectives
108(1)
Research Questions
109(1)
Participants
109(1)
Assessment Battery
110(24)
Assessment instrument I Self-assessment questionnaire
111(4)
Assessment instrument II Cambridge Proficiency Test
115(1)
Assessment instrument III AESCT
115(7)
Assessment instrument IV Skype role-plays
122(12)
Data Collection
134(3)
Data Evaluation and Methods of Analysis
137(8)
Evaluation of instrument performance
139(4)
Analysis of data in relation to research questions
143(2)
Chapter V Results
145(46)
Results for the Self-assessment Questionnaire
145(8)
Results for the Cambridge Placement Test
153(3)
Results for Sociopragmatic Comprehension: The AESCT Scores
156(7)
Descriptive statistics and score reliability
156(4)
Rasch analysis
160(3)
Results for Discourse Competence: Results of the Skype Role-Plays
163(6)
Inter-rater reliability
163(1)
Descriptive statistics
164(5)
Results for Interrelations between the Test Scores
169(22)
Correlation analyses
169(1)
Multivariate analysis of variance
170(12)
Regression analyses
182(9)
Chapter VI Discussion
191(20)
Research Question One: What, if any, are the Relationships between General Language Proficiency, Receptive Socio-pragmatic Competence, and Discourse Competence as Developed by German University-level Learners of English?
191(3)
Research Question Two: Do German University-level EFL/ESL Learners Vary in Receptive Sociopragmatic Competence and Discourse Competence Depending on Different Types and Amounts of English Learning Opportunities and Contexts?
194(7)
Research Question Three: Which Types of Target Language Input Contribute to Higher Levels of Receptive Sociopragmatic Competence and Discourse Competence?
201(10)
Chapter VII Limitations, Conclusions, and Directions for Future Research
211(10)
Limitations of the Study
211(4)
Concluding Remarks
215(6)
Implications for Research, Teaching, and Assessment
215(6)
Appendix A Self-Assessment Questionnaire 221(10)
Appendix B AESCT Items 231(29)
Appendix C Sample Role-Play Script (Beer Pong) 260(2)
Appendix D Skype Role-Play Tasks 262(4)
Appendix E Role-Play Scoring Sheet 266(1)
Appendix F Training Manual For Raters 267(11)
Appendix G Flyer user for Recruiting Candidates 278(1)
Appendix H Descriptive Statistics. Frequency of Exposure to Target Language Input per Profile Group 279(1)
Appendix I Table
20. Item Measure Order		 280(2)
Appendix J Table
21. Person Measure Order		 282(4)
Appendix K Figure
35. Scatterplot for each Regression Analysis		 286(3)
References 289
Veronika Timpe is currently a research scientist at Educational Testing Service in Princeton (USA). She holds an MA in Language Testing from Lancaster University (UK) and an Erstes Staatsexamen in German and English as well as a PhD in Applied Linguistics/TESOL from TU Dortmund (Germany). She has worked and taught primarily in the areas of foreign language education, educational assessment/language testing, L2 pragmatics, and intercultural communicative competence.
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