Assessing Intercultural Language Learning ― The Dependence of Receptive Sociopragmatic Competence and Discourse Competence on Learning Opportunities and Input

Throughout Europe, but especially in Germany, foreign language teachers, especially teachers of English as a foreign language, are being required to promote the acquisition of intercultural communicative competence. Timpe explains how intercultural language competences can be accounted for more profoundly in English language teaching. Within the particular cross-cultural framework of German-US-American English, she investigates the development of linguistic, sociolinguistic, and discourse competencies in relation to learning opportunities as experienced by 105 native speakers of German studying English at the university level. Annotation c2014 Ringgold, Inc., Portland, OR (protoview.com)

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.