Titlebook: Intercultural Competence and Pragmatics; Gila A. Schauer Book‘‘‘‘‘‘‘‘ 2024 The Author(s) 2024 intercultural competence.pragmatic competenc

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Results: Intercultural Competence and Gender-Neutral Language,, question 9). Teachers who provided an affirmative answer to question 8a were asked to continue on to question 8b, which asked: . Teachers who answered . to this as well were then asked to proceed to question 8c (.), while teachers who answered . were asked to proceed to question 8d (.). Both 8c and 8d had free-text answers.

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Results: Aspects of Modern Foreign Language Teaching in Higher Education,gmatic items. Then I analyse the responses to question 4, which includes 16 items covering a variety of non-linguistic aspects: . Question 5 focuses on materials used in classes and features 11 items including texts on culture shock, study abroad and diversity issues.

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Book‘‘‘‘‘‘‘‘ 2024higher education teaching a variety of languages (e.g., Dutch, English, French, German, Italian, Spanish, Swedish) how they conceptualise intercultural competence and which skills, competences and knowledge they consider important in their teaching contexts. The data were collected with an online su

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Results: Components of Intercultural Competence,nd pragmatics; these two questions focus on the components of intercultural competence. Question 2 is a multiple-choice question featuring 24 potential components of intercultural competence ranging from . . to ., and thus presented a variety of options—representing abilities, knowledge, skills and

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Results: The Relationship Between Intercultural and Pragmatic Competence,ween intercultural competence and pragmatic competence in language learning. I begin with question 7a: . Teachers were provided with three possible answer options: ., . and .. I then analyse and discuss the results of question 7b: . Teachers could select one of two preset answers (. or . .); alterna