Developing intercultural competence in English foreign language learning: focus on communication differences

This study used a pre- and post-test intervention design, supplied with post-test interviews, to investigate to what extent an English foreign language lesson plan focusing on communication (in)directness and face would improve students' intercultural competence. An experiment group (n = 20) and a control group (n = 21) at the lower secondary school level in Norway were involved in the study, exploring the effects of the intervention with regard to the development of the students' knowledge and skills. The results showed that the learning outcomes pertaining to the knowledge dimension were positive, but that there was little or no increase in the skills dimension. They also suggest that the attitude dimension of intercultural competence needs to be addressed when working with intercultural knowledge and skills in foreign language education.