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The idea of interculturality being an essential part of a language learner's toolkit is widely accepted. Less certain is exactly what interculturality is and how to determine who has it, who does not have it and, importantly, how to get it: this book is concerned with these questions. The work presented here explores the concept of intercultural communicative competence as an aim of foreign language learning. It examines in particular the role of student mobility and how short stays abroad affect higher education students' perceptions of their development of this complex competence. It explores the coinage of the term intercultural communicative competence and the current debate regarding its definition, usage and usefulness. The work then moves on to describing an empirical study in which students who are studying English at a German university participate in an eight-week short stay abroad to the English-speaking world and are asked about their perceived development of intercultural communicative competence and the ways in which their expectations for the stay abroad are met. Developing intercultural communicative competence is an institutional aim of the stay abroad, and therefore the ways the participants make sense of this competence are of interest. Through case study research and quantitative questionnaires data are gathered, analysed and described. The study shows that even a short stay abroad helps develop intercultural communicative competence albeit in individually different ways.

interculturality --- intercultural communicative competence --- foreign language education --- stay abroad --- teacher education --- foreign language learning --- student mobility --- Sprachdidaktik --- Erwachsenenbildung

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Focusing on French, this collection of articles spans different facets of second language acquisition research, including different areas of a learner’s language system in French such as the development of verbal, nominal, and adjectival morphology. Other articles explore input matters relating to the learner’s language exposure as well as the role of individual factors in the learner’s developmental trajectory. The studies presented offer insight into contemporary developments in relation to the investigation of both well-established and newer emerging themes and issues in second language acquisition research and showcase the contributions of French in such work. They draw on different approaches and methods to offer an exploration of contemporary areas of focus in French second language acquisition among learners of different source languages, at different levels of development, and in different learning contexts.

Language --- tense --- aspect --- mood --- modality --- L2 French --- Interface hypothesis --- longitudinal study --- study abroad --- proficiency --- self-perceived proficiency --- linguistic gains --- French --- L2 acquisition --- verb morphology --- subject-verb agreement --- number --- transfer --- cross-linguistic influence --- collocation --- frequency --- MI score --- Log Dice --- stay abroad --- instructional practices --- proficiency outcomes --- French as a second language --- CEFR --- DELF --- action-oriented instruction --- task-based language teaching --- aller + V --- SLA --- spatial reference --- discursive function --- French L2 acquisition --- addition --- scope particles --- German L1 --- syntactic embedding --- prosody --- discourse cohesion --- vocabulary depth --- L3 French --- vocabulary knowledge --- spelling --- form-meaning --- word parts --- migration --- adult SLA --- high performance --- individual factors --- input --- morphosyntax --- usage-based approaches --- motivation --- LOTEs --- French as a foreign language --- ideal self --- intervention --- noun phrase --- determiner system --- French L2 --- beginning stages in L2 --- ESF corpus --- Spanish L1 --- Moroccan Arabic L1 --- L2 learner productions --- Basic Variety --- learner varieties --- tense --- aspect --- mood --- modality --- L2 French --- Interface hypothesis --- longitudinal study --- study abroad --- proficiency --- self-perceived proficiency --- linguistic gains --- French --- L2 acquisition --- verb morphology --- subject-verb agreement --- number --- transfer --- cross-linguistic influence --- collocation --- frequency --- MI score --- Log Dice --- stay abroad --- instructional practices --- proficiency outcomes --- French as a second language --- CEFR --- DELF --- action-oriented instruction --- task-based language teaching --- aller + V --- SLA --- spatial reference --- discursive function --- French L2 acquisition --- addition --- scope particles --- German L1 --- syntactic embedding --- prosody --- discourse cohesion --- vocabulary depth --- L3 French --- vocabulary knowledge --- spelling --- form-meaning --- word parts --- migration --- adult SLA --- high performance --- individual factors --- input --- morphosyntax --- usage-based approaches --- motivation --- LOTEs --- French as a foreign language --- ideal self --- intervention --- noun phrase --- determiner system --- French L2 --- beginning stages in L2 --- ESF corpus --- Spanish L1 --- Moroccan Arabic L1 --- L2 learner productions --- Basic Variety --- learner varieties