Measuring instructed language learners’ IC development: Discrepancies between assessment models by Byram and Bennett
Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) development...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Garrett-Rucks, Paula [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2014transfer abstract |
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| Schlagwörter: |
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| Umfang: |
11 |
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| Übergeordnetes Werk: |
Enthalten in: 6D phase space electron beam analysis and machine sensitivity studies for ELI-NP GBS - Giribono, A. ELSEVIER, 2016transfer abstract, IJIR : official publ. of SIETAR, the Society for Intercultural Education, Training and Research, New York, NY [u.a.] |
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| Übergeordnetes Werk: |
volume:41 ; year:2014 ; pages:181-191 ; extent:11 |
| Links: |
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| DOI / URN: |
10.1016/j.ijintrel.2013.12.009 |
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| 520 | |a Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. | ||
| 520 | |a Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. | ||
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10.1016/j.ijintrel.2013.12.009 doi GBVA2014003000029.pica (DE-627)ELV039186091 (ELSEVIER)S0147-1767(14)00002-9 DE-627 ger DE-627 rakwb eng 370 300 370 DE-600 300 DE-600 530 VZ 610 VZ 44.90 bkl Garrett-Rucks, Paula verfasserin aut Measuring instructed language learners’ IC development: Discrepancies between assessment models by Byram and Bennett 2014transfer abstract 11 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. DMIS Elsevier FL Elsevier IC Elsevier Enthalten in Pergamon Press Giribono, A. ELSEVIER 6D phase space electron beam analysis and machine sensitivity studies for ELI-NP GBS 2016transfer abstract IJIR : official publ. of SIETAR, the Society for Intercultural Education, Training and Research New York, NY [u.a.] (DE-627)ELV019164491 volume:41 year:2014 pages:181-191 extent:11 https://doi.org/10.1016/j.ijintrel.2013.12.009 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA GBV_ILN_60 44.90 Neurologie VZ AR 41 2014 181-191 11 045F 370 |
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10.1016/j.ijintrel.2013.12.009 doi GBVA2014003000029.pica (DE-627)ELV039186091 (ELSEVIER)S0147-1767(14)00002-9 DE-627 ger DE-627 rakwb eng 370 300 370 DE-600 300 DE-600 530 VZ 610 VZ 44.90 bkl Garrett-Rucks, Paula verfasserin aut Measuring instructed language learners’ IC development: Discrepancies between assessment models by Byram and Bennett 2014transfer abstract 11 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. DMIS Elsevier FL Elsevier IC Elsevier Enthalten in Pergamon Press Giribono, A. ELSEVIER 6D phase space electron beam analysis and machine sensitivity studies for ELI-NP GBS 2016transfer abstract IJIR : official publ. of SIETAR, the Society for Intercultural Education, Training and Research New York, NY [u.a.] (DE-627)ELV019164491 volume:41 year:2014 pages:181-191 extent:11 https://doi.org/10.1016/j.ijintrel.2013.12.009 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA GBV_ILN_60 44.90 Neurologie VZ AR 41 2014 181-191 11 045F 370 |
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10.1016/j.ijintrel.2013.12.009 doi GBVA2014003000029.pica (DE-627)ELV039186091 (ELSEVIER)S0147-1767(14)00002-9 DE-627 ger DE-627 rakwb eng 370 300 370 DE-600 300 DE-600 530 VZ 610 VZ 44.90 bkl Garrett-Rucks, Paula verfasserin aut Measuring instructed language learners’ IC development: Discrepancies between assessment models by Byram and Bennett 2014transfer abstract 11 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. DMIS Elsevier FL Elsevier IC Elsevier Enthalten in Pergamon Press Giribono, A. ELSEVIER 6D phase space electron beam analysis and machine sensitivity studies for ELI-NP GBS 2016transfer abstract IJIR : official publ. of SIETAR, the Society for Intercultural Education, Training and Research New York, NY [u.a.] (DE-627)ELV019164491 volume:41 year:2014 pages:181-191 extent:11 https://doi.org/10.1016/j.ijintrel.2013.12.009 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA GBV_ILN_60 44.90 Neurologie VZ AR 41 2014 181-191 11 045F 370 |
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10.1016/j.ijintrel.2013.12.009 doi GBVA2014003000029.pica (DE-627)ELV039186091 (ELSEVIER)S0147-1767(14)00002-9 DE-627 ger DE-627 rakwb eng 370 300 370 DE-600 300 DE-600 530 VZ 610 VZ 44.90 bkl Garrett-Rucks, Paula verfasserin aut Measuring instructed language learners’ IC development: Discrepancies between assessment models by Byram and Bennett 2014transfer abstract 11 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. DMIS Elsevier FL Elsevier IC Elsevier Enthalten in Pergamon Press Giribono, A. ELSEVIER 6D phase space electron beam analysis and machine sensitivity studies for ELI-NP GBS 2016transfer abstract IJIR : official publ. of SIETAR, the Society for Intercultural Education, Training and Research New York, NY [u.a.] (DE-627)ELV019164491 volume:41 year:2014 pages:181-191 extent:11 https://doi.org/10.1016/j.ijintrel.2013.12.009 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA GBV_ILN_60 44.90 Neurologie VZ AR 41 2014 181-191 11 045F 370 |
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10.1016/j.ijintrel.2013.12.009 doi GBVA2014003000029.pica (DE-627)ELV039186091 (ELSEVIER)S0147-1767(14)00002-9 DE-627 ger DE-627 rakwb eng 370 300 370 DE-600 300 DE-600 530 VZ 610 VZ 44.90 bkl Garrett-Rucks, Paula verfasserin aut Measuring instructed language learners’ IC development: Discrepancies between assessment models by Byram and Bennett 2014transfer abstract 11 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. DMIS Elsevier FL Elsevier IC Elsevier Enthalten in Pergamon Press Giribono, A. ELSEVIER 6D phase space electron beam analysis and machine sensitivity studies for ELI-NP GBS 2016transfer abstract IJIR : official publ. of SIETAR, the Society for Intercultural Education, Training and Research New York, NY [u.a.] (DE-627)ELV019164491 volume:41 year:2014 pages:181-191 extent:11 https://doi.org/10.1016/j.ijintrel.2013.12.009 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA GBV_ILN_60 44.90 Neurologie VZ AR 41 2014 181-191 11 045F 370 |
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Measuring instructed language learners’ IC development: Discrepancies between assessment models by Byram and Bennett |
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Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. |
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Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. |
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Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. |
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