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Assessing Intercultural Language Learning

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

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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.
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.