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Assessing Intercultural Language Learning

The Dependence of Receptive Sociopragmatic Competence and Discourse Competence on Learning Opportunities and Input


Veronika Timpe

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.
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Chapter V: Results


In this chapter, the results of the data analyses will be reported in two major parts, based on (a) the analytic approaches taken to evaluate each data collection instrument and (b) the research questions proposed in Chapter IV. Within the first part of this chapter, the results from the four different assessment tools will be presented in four sub-sections. First, the findings from the self-assessment questionnaire will be outlined, followed by a brief presentation of the scores for linguistic competence as tested by the CPT. The next section will then focus on the results for sociopragmatic comprehension as measured by the AESCT. The subsequent section will center on the results for discourse competence, assessed by means of interactive Skype role-plays. The second part of this chapter will feature the results aligned according to the steps taken in order to answer the individual research questions. Hence, the first part provides the analyses that account for the quality of the test scores obtained, while the second part presents the findings that illustrate distinct answers to the research questions.

In addition to the demographics of the participants outlined in Chapter IV above, the initial analysis of the self-assessment questionnaire revealed three groups of students that differed primarily with regard to their amount and type of experience in the target language context (i.e., the United States). Groups were formed on the basis of candidates’ type of experience in the United States, the target language context.

As illustrated in Figure 14,...

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