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and affective change can only be captured through observing their behavioralchange. Student's behavioral change is and indicator of intercultural competence (Sercu,2004). Intercultural competence, therefore, manifests different levels of interculturalunderstanding (Sercu, 2006).Intercultural understanding is not "a natural or automatic result" of foreign languageeducation (Meyer, 1991, p. 157). However, intercultural understanding can be acquired inan educational context, through various learning activities designed in particular ways(Byram, 1997).With the current significant shift in the understanding of how learning takes place inthe broader educational context (Gipps, 1999), various concepts such as "Assessment aslearning", "Assessment for learning" (Earl, 2003, p 24), formative assessment andsummative assessment (Shepard, 2000) have emerged to illustrate the intimate andinextricably intertwined relationship between assessment and the learning and teachingprocess (Earl, 2003). Language teachers using the intercultural language teaching andlearning approach are challenged to embed these concepts in the development andassessment of student intercultural understanding.Role-pays as a popular language learning activity are heavily employed incommunicative language learning classroom (Elgar, 2002). Liddicoat et al, (2003)proposed that role-plays can be used as and assessment tool for developing and assessingintercultural understanding. Role-plays raise student's awareness of the importance ofusing appropriate language and behaviors within a given social and cultural situation(Crozet, 1996). This thesis takes the position that role-plays can be used to develop andassess student intercultural understanding in intercultural language teaching and learningclassrooms.In conclusion, with the emergence of the intercultural language teaching and learningapproach and current shift in the understanding of assessment and learning, https://www.51lunwen.org/kwhjjlw/org201211161427539703.htmlthis thesisaddresses a significant gap in knowledge of assessment, use of role-plays and teacheridentity; The following sections provide a brief outline of the research design of this study,and outline of the thesis.
　　
　　1.2 Purposes and Significance of the Research研究的意义和目的
　　The experience of learning a foreign language is like a journey on the Great Wall inChina. The journey on the Great Wall, however, ends after a ten-thousand-mile trip. Whilelanguage learning is a lifelong journey that never ends.This research aims at investigating ways of making an intercultural language teachingand learning classroom a place where students undertake their intercultural journey. Theresearch explores ways of using role-plays to develop student intercultural understandingand ways of assessing student intercultural understanding. In addition, it drawsimplications for the teaching practice language teachers using the intercultural languageteaching and learning approach.Role-plays have been a popular language learning activity among language teachersand students for many years (Elgar, 2002). With the emergence of the interculturallanguage teaching and learning approach as recently as these years. There is an increasingdemand for research into whether and how role-plays can be employed in this newapproach. This study adds to the recent work in this area by providing new understandingand tools for language teachers interested in using role-plays to develop studentintercultural understanding in