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Intercultural Communicative Competence and Short Stays Abroad: Perceptions of Development
Book Cover
1
Preface
7
Contents
9
1 Introduction
15
1.1 Background and context
16
1.2 Relevant literature and previous research on student mobility
18
1.2.1 Research into student mobility and intercultural competence
19
1.2.2 Short stays abroad and FLE: why this study is necessary
22
1.3 Research questions and objectives
24
1.4 Chapter overview
25
2 Intercultural communicative competence: a disassembling
27
2.1 Constituent parts of ICC
27
2.1.1 Intercultural communication
29
2.1.2 Intercultural competence
30
2.1.3 Communicative competence
30
2.1.4 Intercultural communicative competence
31
2.1.5 Implications for the study
33
2.2 Models of intercultural (communicative) competence
33
2.2.1 Byram’s model
34
2.2.1.1 Byram in the CEFR
35
2.2.1.2 Critique of Byram’s model
37
2.2.2 Bennett’s model and critique
41
2.2.3 Witte’s model
43
2.2.4 Categorisation of models
44
2.2.5 Implications for the study
45
2.3 Related terminology
46
2.3.1 Interrelated terms: inter?, trans?, cross?, and multicultural
46
2.3.2 „Fremdverstehen“
50
2.3.3 Emerging terms
51
2.3.4 Implications for the study
52
2.4 Current thoughts on the assessment of ICC
52
2.4.1 Types of assessment
52
2.4.2 The CEFR and assessment of ICC
53
2.4.3 Post?CEFR attempts to summatively assess ICC
54
2.4.4 The future of ICC assessment
57
2.4.5 Implications for the study
57
2.4.6 Assessment and the research questions
59
2.5 The understanding of culture
59
2.5.1 What is culture?
60
2.5.1.1 Culture as a way of life
60
2.5.1.2 Cohesion and coherence based concepts of culture
61
2.5.1.3 Webs of significance
62
2.5.1.4 Cultural patterns of interpretation
62
2.5.2 The cultural in intercultural interaction: culture is communication
63
2.5.3 The cultural in intercultural interaction: non?essentialism
66
2.5.4 Implications for the study
68
2.6 The definition of ICC for this study
69
2.7 Implications for the study
70
3 Research context, questions, methodology, and design
73
3.1 Context of the research
73
3.1.1 The Intercultural Project at the LMU
73
3.1.1.1 What is the Intercultural Project?
74
3.1.1.2 Who goes on the Intercultural Project?
75
3.1.1.3 Where do they go?
75
3.1.1.4 What do they do?
76
3.1.2 The structure of the Intercultural Project
77
3.1.2.1 Pre?departure workshop
77
3.1.2.2 Stay abroad
79
3.1.2.3 De?briefing workshop
80
3.1.2.4 Reflective report
81
3.1.3 Researcher’s context
81
3.2 Research questions
81
3.3 Research methodology and design
83
3.3.1 Research design
84
3.3.1.1 Description of pilot research design
84
3.3.1.2 Analysis of pilot data
85
3.3.2 Changes to the research design
88
3.3.3 Case study research
91
3.4 Timeline
92
4 Data collection
94
4.1 Participants in the study
94
4.2 Case study students
94
4.2.1 Selecting and interviewing students at the pre?departure workshop
95
4.2.1.1 Group interview
95
4.2.1.2 Individual interviews
96
4.2.2 Email contact with the case study students
98
4.2.2.1 Preparing for departure
98
4.2.2.2 During the trip
99
4.2.2.3 Nearing the end
101
4.2.3 Post ICP interviews and emails
102
4.2.4 Summary of collected case study data
104
4.3 Questionnaires: pre?departure (BQ) and de?briefing (AQ)
105
4.3.1 Expectations for the project
106
4.3.2 Perceptions of skills
107
4.3.3 Perceptions of communicative acts
108
4.3.4 Perceptions of attitudes and identity
109
4.3.5 Overall perceptions of ICC
110
4.3.6 Comments box
111
5 Data Analysis
112
5.1 Expectations
113
5.1.1 Case study experiences: expectations – F1/ Johanna
113
5.1.2 Expectations: initial analysis
115
5.1.3 Expectations: mixed analysis
117
5.1.3.1 Improve my intercultural communication and interaction skills
118
5.1.3.2 Improve my English language skills
121
5.1.3.3 Gain knowledge and skills for my future career
124
5.1.3.4 Learn about myself, my attitudes and reactions to others
126
5.1.3.5 Learn about the country and the people
128
5.1.3.6 Learn to speak like a native speaker
131
5.1.3.7 See new places and meet new people
133
5.1.4 Expectations: summary
135
5.2 Skills
135
5.2.1 Case study experiences: intercultural skills in action – M1/ Stefan
136
5.2.2 Skills: method of analysis
138
5.2.3 Skills: initial analysis
139
5.2.4 Skills: mixed analysis
144
5.2.4.1 I can listen and respond appropriately in English
145
5.2.4.2 I can communicate successfully with someone from a different cultural background
146
5.2.4.3 I can think about the behaviour I observe in other people
146
5.2.4.4 I can reflect on my own behaviour and interactions
147
5.2.4.5 I can adjust to and feel comfortable in a new cultural environment
148
5.2.4.6 I can relate to someone who is very different from me
149
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
149
5.2.4.8 I can understand a situation from a different person’s perspective and not just my own
150
5.2.5 Skills: summary
151
5.3 Perceptions of communicative acts (PCA)
151
5.3.1 Case study experiences: PCA – F2/ Katrin
152
5.3.2 PCA: initial analysis
153
5.3.3 PCA: mixed analysis
155
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
155
5.3.3.2 PCA: statements about the interpretative nature of culture
156
5.3.3.3 Thinking about what motivates my behaviour helps me learn about other cultures
161
5.3.3.4 PCA: statements about stereotypes
162
5.3.3.5 Judging other people’s behaviour according to my cultural norms is the only option I have
164
5.3.4 PCA: summary
166
5.4 Attitudes and identity
167
5.4.1 Case study experiences: attitudes and identity – F3/ Lara
167
5.4.2 Attitudes and identity: initial analysis
169
5.4.3 Attitudes and identity: mixed analysis
170
5.4.3.1 Respect for culturally different people, values and beliefs in other parts of the world
171
5.4.3.2 Willingness to learn new skills and adapt to new environments
172
5.4.3.3 Not worried by uncertain situations and ambiguous meanings
172
5.4.3.4 Reserving judgement of other people’s actions and words
173
5.4.3.5 Attitudes and identity: statements relating to openness, curiosity and respect
173
5.4.3.6 Interest in finding out what motivate other people’s behaviour
175
5.4.4 Attitudes and identity: summary
176
5.5 Overall ICC development
177
5.5.1 Case study experiences: defining ICC and describing its development
177
5.5.2 Case studies ICC perceptions: summary
182
5.5.3 Perceptions of ICC: initial analysis
183
5.5.4 Perceptions of ICC: mixed analysis
184
5.5.4.1 Perceptions of ICC: question one
184
5.5.4.2 Perceptions of ICC: question two
185
5.5.4.3 Perceptions of ICC: question three
185
5.5.4.4 Perceptions of ICC: question four
186
5.5.4.5 Perceptions of ICC: question five
187
5.5.5 Perceptions of ICC: summary
187
6 The perception of development of ICC and the impact of a short stay abroad: implications and major findings
188
6.1 Perceptions of general development of ICC
188
6.2 Perception of development in specific areas of ICC
189
6.2.1 The case study students’ perceptions of development in specific ICC areas
190
6.2.2 “Get to know myself in a different way again”
190
6.2.3 Tolerance of ambiguity in interaction
191
6.2.4 Context?dependent statements about culture
193
6.2.5 Respect for culturally different people and interest in finding out what motivates other people’s behaviour
193
6.3 No perceived development in specific areas of ICC
194
6.3.1 Reserving judgement
194
6.3.2 Reflection
195
6.3.3 Learn to speak like a native speaker
196
6.3.4 Future careers and English skills
196
7 Conclusions and outlook
198
7.1 Research questions
198
7.2 Implications of the research
200
7.3 Suggestions for further research
201
Bibliography
203
List of Tables
218
List of Figures
220
Appendix 1: Pre?departure Questionnaire (BQ)
222
Appendix 2: De?brief Questionnaire (AQ)
229
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