Intercultural Communicative Competence and Short Stays Abroad: Perceptions of Development

Book Cover

Preface

Contents

1 Introduction

1.1 Background and context

1.2 Relevant literature and previous research on student mobility

1.2.1 Research into student mobility and intercultural competence

1.2.2 Short stays abroad and FLE: why this study is necessary

1.3 Research questions and objectives

1.4 Chapter overview

2 Intercultural communicative competence: a disassembling

2.1 Constituent parts of ICC

2.1.1 Intercultural communication

2.1.2 Intercultural competence

2.1.3 Communicative competence

2.1.4 Intercultural communicative competence

2.1.5 Implications for the study

2.2 Models of intercultural (communicative) competence

2.2.1 Byram’s model

2.2.1.1 Byram in the CEFR

2.2.1.2 Critique of Byram’s model

2.2.2 Bennett’s model and critique

2.2.3 Witte’s model

2.2.4 Categorisation of models

2.2.5 Implications for the study

2.3 Related terminology

2.3.1 Interrelated terms: inter?, trans?, cross?, and multicultural

2.3.2 „Fremdverstehen“

2.3.3 Emerging terms

2.3.4 Implications for the study

2.4 Current thoughts on the assessment of ICC

2.4.1 Types of assessment

2.4.2 The CEFR and assessment of ICC

2.4.3 Post?CEFR attempts to summatively assess ICC

2.4.4 The future of ICC assessment

2.4.5 Implications for the study

2.4.6 Assessment and the research questions

2.5 The understanding of culture

2.5.1 What is culture?

2.5.1.1 Culture as a way of life

2.5.1.2 Cohesion and coherence based concepts of culture

2.5.1.3 Webs of significance

2.5.1.4 Cultural patterns of interpretation

2.5.2 The cultural in intercultural interaction: culture is communication

2.5.3 The cultural in intercultural interaction: non?essentialism

2.5.4 Implications for the study

2.6 The definition of ICC for this study

2.7 Implications for the study

3 Research context, questions, methodology, and design

3.1 Context of the research

3.1.1 The Intercultural Project at the LMU

3.1.1.1 What is the Intercultural Project?

3.1.1.2 Who goes on the Intercultural Project?

3.1.1.3 Where do they go?

3.1.1.4 What do they do?

3.1.2 The structure of the Intercultural Project

3.1.2.1 Pre?departure workshop

3.1.2.2 Stay abroad

3.1.2.3 De?briefing workshop

3.1.2.4 Reflective report

3.1.3 Researcher’s context

3.2 Research questions

3.3 Research methodology and design

3.3.1 Research design

3.3.1.1 Description of pilot research design

3.3.1.2 Analysis of pilot data

3.3.2 Changes to the research design

3.3.3 Case study research

3.4 Timeline

4 Data collection

4.1 Participants in the study

4.2 Case study students

4.2.1 Selecting and interviewing students at the pre?departure workshop

4.2.1.1 Group interview

4.2.1.2 Individual interviews

4.2.2 Email contact with the case study students

4.2.2.1 Preparing for departure

4.2.2.2 During the trip

4.2.2.3 Nearing the end

4.2.3 Post ICP interviews and emails

4.2.4 Summary of collected case study data

4.3 Questionnaires: pre?departure (BQ) and de?briefing (AQ)

4.3.1 Expectations for the project

4.3.2 Perceptions of skills

4.3.3 Perceptions of communicative acts

4.3.4 Perceptions of attitudes and identity

4.3.5 Overall perceptions of ICC

4.3.6 Comments box

5 Data Analysis

5.1 Expectations

5.1.1 Case study experiences: expectations – F1/ Johanna

5.1.2 Expectations: initial analysis

5.1.3 Expectations: mixed analysis

5.1.3.1 Improve my intercultural communication and interaction skills

5.1.3.2 Improve my English language skills

5.1.3.3 Gain knowledge and skills for my future career

5.1.3.4 Learn about myself, my attitudes and reactions to others

5.1.3.5 Learn about the country and the people

5.1.3.6 Learn to speak like a native speaker

5.1.3.7 See new places and meet new people

5.1.4 Expectations: summary

5.2 Skills

5.2.1 Case study experiences: intercultural skills in action – M1/ Stefan

5.2.2 Skills: method of analysis

5.2.3 Skills: initial analysis

5.2.4 Skills: mixed analysis

5.2.4.1 I can listen and respond appropriately in English

5.2.4.2 I can communicate successfully with someone from a different cultural background

5.2.4.3 I can think about the behaviour I observe in other people

5.2.4.4 I can reflect on my own behaviour and interactions

5.2.4.5 I can adjust to and feel comfortable in a new cultural environment

5.2.4.6 I can relate to someone who is very different from me

5.2.4.7 I can find a way to continue a conversation if my intended meaning is not understood or I do not understand someone

5.2.4.8 I can understand a situation from a different person’s perspective and not just my own

5.2.5 Skills: summary

5.3 Perceptions of communicative acts (PCA)

5.3.1 Case study experiences: PCA – F2/ Katrin

5.3.2 PCA: initial analysis

5.3.3 PCA: mixed analysis

5.3.3.1 Communication can still be successful if my meaning is not fully understood or I don’t fully understand someone’s meaning

5.3.3.2 PCA: statements about the interpretative nature of culture

5.3.3.3 Thinking about what motivates my behaviour helps me learn about other cultures

5.3.3.4 PCA: statements about stereotypes

5.3.3.5 Judging other people’s behaviour according to my cultural norms is the only option I have

5.3.4 PCA: summary

5.4 Attitudes and identity

5.4.1 Case study experiences: attitudes and identity – F3/ Lara

5.4.2 Attitudes and identity: initial analysis

5.4.3 Attitudes and identity: mixed analysis

5.4.3.1 Respect for culturally different people, values and beliefs in other parts of the world

5.4.3.2 Willingness to learn new skills and adapt to new environments

5.4.3.3 Not worried by uncertain situations and ambiguous meanings

5.4.3.4 Reserving judgement of other people’s actions and words

5.4.3.5 Attitudes and identity: statements relating to openness, curiosity and respect

5.4.3.6 Interest in finding out what motivate other people’s behaviour

5.4.4 Attitudes and identity: summary

5.5 Overall ICC development

5.5.1 Case study experiences: defining ICC and describing its development

5.5.2 Case studies ICC perceptions: summary

5.5.3 Perceptions of ICC: initial analysis

5.5.4 Perceptions of ICC: mixed analysis

5.5.4.1 Perceptions of ICC: question one

5.5.4.2 Perceptions of ICC: question two

5.5.4.3 Perceptions of ICC: question three

5.5.4.4 Perceptions of ICC: question four

5.5.4.5 Perceptions of ICC: question five

5.5.5 Perceptions of ICC: summary

6 The perception of development of ICC and the impact of a short stay abroad: implications and major findings

6.1 Perceptions of general development of ICC

6.2 Perception of development in specific areas of ICC

6.2.1 The case study students’ perceptions of development in specific ICC areas

6.2.2 “Get to know myself in a different way again”

6.2.3 Tolerance of ambiguity in interaction

6.2.4 Context?dependent statements about culture

6.2.5 Respect for culturally different people and interest in finding out what motivates other people’s behaviour

6.3 No perceived development in specific areas of ICC

6.3.1 Reserving judgement

6.3.2 Reflection

6.3.3 Learn to speak like a native speaker

6.3.4 Future careers and English skills

7 Conclusions and outlook

7.1 Research questions

7.2 Implications of the research

7.3 Suggestions for further research

Bibliography

List of Tables

List of Figures

Appendix 1: Pre?departure Questionnaire (BQ)

Appendix 2: De?brief Questionnaire (AQ)