Intercultural communicative competence and short stays abroad: perceptions of development

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The concept of interculturality is increasingly recognized as vital for language learners, yet its precise definition and measurement remain ambiguous. This work delves into these complexities, focusing on intercultural communicative competence as a key objective in foreign language education. It particularly examines how student mobility influences higher education students' perceptions of their development in this area. The discussion includes the origins of the term and the ongoing debates surrounding its definition and relevance. An empirical study is presented, involving students at a German university who participated in an eight-week stay in an English-speaking country. Participants were surveyed about their perceived growth in intercultural communicative competence and whether their expectations for the experience were fulfilled. As developing this competence is a primary goal of the abroad program, understanding how students interpret it is crucial. Through case studies and quantitative questionnaires, the research gathers, analyzes, and describes data, revealing that even brief stays abroad can enhance intercultural communicative competence, though the impact varies among individuals.