| Book Cover | 1 |
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| Preface | 7 |
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| Contents | 9 |
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| 1 Introduction | 15 |
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| 1.1 Background and context | 16 |
| 1.2 Relevant literature and previous research on student mobility | 18 |
| 1.2.1 Research into student mobility and intercultural competence | 19 |
| 1.2.2 Short stays abroad and FLE: why this study is necessary | 22 |
| 1.3 Research questions and objectives | 24 |
| 1.4 Chapter overview | 25 |
| 2 Intercultural communicative competence: a disassembling | 27 |
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| 2.1 Constituent parts of ICC | 27 |
| 2.1.1 Intercultural communication | 29 |
| 2.1.2 Intercultural competence | 30 |
| 2.1.3 Communicative competence | 30 |
| 2.1.4 Intercultural communicative competence | 31 |
| 2.1.5 Implications for the study | 33 |
| 2.2 Models of intercultural (communicative) competence | 33 |
| 2.2.1 Byram’s model | 34 |
| 2.2.1.1 Byram in the CEFR | 35 |
| 2.2.1.2 Critique of Byram’s model | 37 |
| 2.2.2 Bennett’s model and critique | 41 |
| 2.2.3 Witte’s model | 43 |
| 2.2.4 Categorisation of models | 44 |
| 2.2.5 Implications for the study | 45 |
| 2.3 Related terminology | 46 |
| 2.3.1 Interrelated terms: inter?, trans?, cross?, and multicultural | 46 |
| 2.3.2 „Fremdverstehen“ | 50 |
| 2.3.3 Emerging terms | 51 |
| 2.3.4 Implications for the study | 52 |
| 2.4 Current thoughts on the assessment of ICC | 52 |
| 2.4.1 Types of assessment | 52 |
| 2.4.2 The CEFR and assessment of ICC | 53 |
| 2.4.3 Post?CEFR attempts to summatively assess ICC | 54 |
| 2.4.4 The future of ICC assessment | 57 |
| 2.4.5 Implications for the study | 57 |
| 2.4.6 Assessment and the research questions | 59 |
| 2.5 The understanding of culture | 59 |
| 2.5.1 What is culture? | 60 |
| 2.5.1.1 Culture as a way of life | 60 |
| 2.5.1.2 Cohesion and coherence based concepts of culture | 61 |
| 2.5.1.3 Webs of significance | 62 |
| 2.5.1.4 Cultural patterns of interpretation | 62 |
| 2.5.2 The cultural in intercultural interaction: culture is communication | 63 |
| 2.5.3 The cultural in intercultural interaction: non?essentialism | 66 |
| 2.5.4 Implications for the study | 68 |
| 2.6 The definition of ICC for this study | 69 |
| 2.7 Implications for the study | 70 |
| 3 Research context, questions, methodology, and design | 73 |
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| 3.1 Context of the research | 73 |
| 3.1.1 The Intercultural Project at the LMU | 73 |
| 3.1.1.1 What is the Intercultural Project? | 74 |
| 3.1.1.2 Who goes on the Intercultural Project? | 75 |
| 3.1.1.3 Where do they go? | 75 |
| 3.1.1.4 What do they do? | 76 |
| 3.1.2 The structure of the Intercultural Project | 77 |
| 3.1.2.1 Pre?departure workshop | 77 |
| 3.1.2.2 Stay abroad | 79 |
| 3.1.2.3 De?briefing workshop | 80 |
| 3.1.2.4 Reflective report | 81 |
| 3.1.3 Researcher’s context | 81 |
| 3.2 Research questions | 81 |
| 3.3 Research methodology and design | 83 |
| 3.3.1 Research design | 84 |
| 3.3.1.1 Description of pilot research design | 84 |
| 3.3.1.2 Analysis of pilot data | 85 |
| 3.3.2 Changes to the research design | 88 |
| 3.3.3 Case study research | 91 |
| 3.4 Timeline | 92 |
| 4 Data collection | 94 |
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| 4.1 Participants in the study | 94 |
| 4.2 Case study students | 94 |
| 4.2.1 Selecting and interviewing students at the pre?departure workshop | 95 |
| 4.2.1.1 Group interview | 95 |
| 4.2.1.2 Individual interviews | 96 |
| 4.2.2 Email contact with the case study students | 98 |
| 4.2.2.1 Preparing for departure | 98 |
| 4.2.2.2 During the trip | 99 |
| 4.2.2.3 Nearing the end | 101 |
| 4.2.3 Post ICP interviews and emails | 102 |
| 4.2.4 Summary of collected case study data | 104 |
| 4.3 Questionnaires: pre?departure (BQ) and de?briefing (AQ) | 105 |
| 4.3.1 Expectations for the project | 106 |
| 4.3.2 Perceptions of skills | 107 |
| 4.3.3 Perceptions of communicative acts | 108 |
| 4.3.4 Perceptions of attitudes and identity | 109 |
| 4.3.5 Overall perceptions of ICC | 110 |
| 4.3.6 Comments box | 111 |
| 5 Data Analysis | 112 |
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| 5.1 Expectations | 113 |
| 5.1.1 Case study experiences: expectations – F1/ Johanna | 113 |
| 5.1.2 Expectations: initial analysis | 115 |
| 5.1.3 Expectations: mixed analysis | 117 |
| 5.1.3.1 Improve my intercultural communication and interaction skills | 118 |
| 5.1.3.2 Improve my English language skills | 121 |
| 5.1.3.3 Gain knowledge and skills for my future career | 124 |
| 5.1.3.4 Learn about myself, my attitudes and reactions to others | 126 |
| 5.1.3.5 Learn about the country and the people | 128 |
| 5.1.3.6 Learn to speak like a native speaker | 131 |
| 5.1.3.7 See new places and meet new people | 133 |
| 5.1.4 Expectations: summary | 135 |
| 5.2 Skills | 135 |
| 5.2.1 Case study experiences: intercultural skills in action – M1/ Stefan | 136 |
| 5.2.2 Skills: method of analysis | 138 |
| 5.2.3 Skills: initial analysis | 139 |
| 5.2.4 Skills: mixed analysis | 144 |
| 5.2.4.1 I can listen and respond appropriately in English | 145 |
| 5.2.4.2 I can communicate successfully with someone from a different cultural background | 146 |
| 5.2.4.3 I can think about the behaviour I observe in other people | 146 |
| 5.2.4.4 I can reflect on my own behaviour and interactions | 147 |
| 5.2.4.5 I can adjust to and feel comfortable in a new cultural environment | 148 |
| 5.2.4.6 I can relate to someone who is very different from me | 149 |
| 5.2.4.7 I can find a way to continue a conversation if my intended meaning is not understood or I do not understand someone | 149 |
| 5.2.4.8 I can understand a situation from a different person’s perspective and not just my own | 150 |
| 5.2.5 Skills: summary | 151 |
| 5.3 Perceptions of communicative acts (PCA) | 151 |
| 5.3.1 Case study experiences: PCA – F2/ Katrin | 152 |
| 5.3.2 PCA: initial analysis | 153 |
| 5.3.3 PCA: mixed analysis | 155 |
| 5.3.3.1 Communication can still be successful if my meaning is not fully understood or I don’t fully understand someone’s meaning | 155 |
| 5.3.3.2 PCA: statements about the interpretative nature of culture | 156 |
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