Schedule 18. Sprachwissenschaftliche Tagung für Promotionsstudierende

Circumstances are changing across the globe and modern communication which multiplies interaction through the use of new technologies pushes learners to be more likely to work, live and communicate with people who are linguistically and culturally different. A priority is given to the educational system to prepare learners for the 21st century and intercultural encounters to adapt to the global interdependence. Since the 1990s, large sections of linguistics – anthropological linguistics, sociolinguistics and research into intercultural communication- have stressed the close relationship of language and culture (Risager, 2007). Foreign language education is, by definition, intercultural (Secru, L et al 2005). My empirical research attempts to examine whether intercultural communication (IC) is taught in Moroccan and German universities (especially in the English language departments) as an academic subject as well as a practical competence within the context of foreign language teaching. The main purpose of this research is (a) to test the level of intercultural communicative competence (ICC) of students at Meknes university and Bonn university and (b) to make a comparison between students who are affiliated in intercultural clubs and those who are not. The study will also identify teaching strategies of EFL teachers at these different universities and how they affect students’ performance. Moreover, this study will also elicit ways to develop ICC in higher education from the respondents.

This plan involves several decisions concerning specific approaches to study this topic, such as the methods of data collection, analysis and interpretation. The selection of the research approach is based on the research problem and the issue in question, the researcher’s personal experiences and the audiences (Creswell, 2012). Since my study aims to explore and understand groups’ behaviours and attitudes towards a social phenomenon and attempts also to test objective theories by examining the relationship among variables which can be measured, mixed methods will be used, as John W. Creswell (2013:4) stated that:

... mixed methods research is an approach to inquiry involving collecting both quantitative and qualitative data, integrating the two forms of data, and using distinct designs that may involve philosophical assumptions and theoretical framework.

After I have presented, in STaPs 17, the methodological challenges I have encountered, the objective of my presentation this time is to share with fellow PhD researchers the process of conducting this research empirically and the steps to conduct the pilot study. An outlook will be provided into current / potential future results and applications, but the main focus will be on methodological decision-making in the process of collecting data.

References

John W. Creswell (2012). Educational Research: planning, conducting and evaluating quantitative and qualitative research.
John W. Creswell (2013). Research Design: Quantitative, Qualitative and Mixed Method Approaches.
Karen Risager (2007). Language and Culture Pedagogy: From a National to a Transnational Paradigm.
Secru, L. et al. (2005). Foreign Language Teachers and Intercultural Competence: An international investigation. Clevedon: Multilingual Matters.

Info

Day: 2021-09-24
Start time: 14:10
Duration: 00:40
Room: Die Zauberflöte

Language: en

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