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The present study explores the development of pragmatic marker (PM) use by children and adult L2 English learners in two learning contexts: study abroad (SA) and at home (AH). The study involved a group of 35 Catalan/Spanish girls (aged 11 to 13) learning English AH (n = 16) and abroad in Ireland (n = 19), and a group of 16 adult students aged 19–31 learning English in the UK and Ireland (n = 10) and at their home university in Barcelona (n = 6). To test their pragmatic development, the use of PMs was prompted through pre-test and post-test semi-structured interviews. The results indicated an effect of both age and context on PM development. Children in the SA context increased their use of some PMs, whereas their peers who remained at home did not show any development. Regarding the adults, both SA and AH participants increased their use of specific PMs. These findings shed some light on a topic that has not received scholarly attention in the field of L2 pragmatics: the development of PM use by children. Additionally, they contribute to the very small body of longitudinal studies on the development of PM use during SA.

The purpose of the current study was to explore if and how additional-language learners may show changes in phraseological patterns over the course of a stay in a target-language environment. In particular, we focused on noun+adjective combinations produced by a group of additional-language speakers of French at three points in time, spanning 21 months and including an academic year in France. We extracted each combination from a longitudinal corpus and determined frequency counts and two strength-of-association measures (Mutual information [MI] score and Log Dice) for each combination. Separate analyses were conducted for frequency and the strength-of-association measures, revealing that phraseological patterns are significantly predicted by adjective position in the case of all three measures, and that MI scores showed significant change over time. We interpret the results in light of past research that has reported contradictory findings concerning change in phraseological patterns following an immersion experience.

Multi-element stable isotope analyses of δ13C, δ15N, δ34S and δ2H values were performed along scalp hair strands to detect isotopic changes resulting from different stays abroad. One hair strand with a hair length of more than 50 cm originated from a German woman, who frequently made long-distance travels of 1 to 4 weeks. The second hair strand with a length of 15 cm was taken from a Japanese woman who went to Germany for a period of some months. Stable isotopic influences due to the stays abroad were clearly reflected in the 5-mm segments along the proximal part of the hair strand; whereas in the more distal parts, the isotopic influences were blurred. This can be regarded as the result of the highly variable intra-individual hair growth rate of single hairs of at least ± 30% compared to the mean growth rate. Consequently, the initial isotope signal obtained by short stays abroad became rapidly attenuated in the more distal parts of the hair strand. Furthermore, decreasing sulphur content associated with higher sulphur isotope values was observed with increasing hair length. The isotope shifts along the scalp hair strand, provoked by dietary changes at new locations, appeared at such points of hair length, which correspond well with the maximum growth rate of single hairs. Consequently, the exact date for any changes coming along with isotopic shifts may be calculated by best approach considering a hair growth value of 1.4 cm per 30 days, instead of the commonly used mean monthly hair growth rate of 1.1 cm. This may be important in forensics, if detailed information about a person’s recent lifetime should be figured out by segmental scalp hair analyses.

This study investigates the impact of cross-cultural adjustment and subjective well-being on the achievements and intentions of Spanish self-initiated expatriates (SIEs) regarding their decision to stay abroad or return to Spain. Using resource conservation theory, the research examines how SIEs’ agency influences their adjustment and well-being, thus affecting their achievement and propensity to repatriate. A tailored online survey was administered to Spanish SIEs, incorporating validated scales to cross-cultural adjustment, subjective well-being, and intention to stay abroad. Using non-probability sampling, a final sample of 309 SIEs was obtained. Data analysis employed partial least squares structural equation modelling (PLS-SEM) to validate the hypotheses. The results show that improved adjustment and well-being of SIEs correlate with improved achievement and reduced likelihood of repatriation. These results underline the importance of cultural adjustment and subjective well-being in shaping SIEs’ expatriation experiences and their intentions to stay abroad. Furthermore, the research lays the groundwork for future comparative studies and underlines the need for home institutions to facilitate the repatriation process. Moreover, the implications of the findings for management offer ideas for improving the experiences of SIEs abroad and recognising their value as assets to both national and global organizations, while addressing the challenges associated with repatriation. Plain language summary This study explores the impact of cross-cultural adjustment and subjective well-being on the achievements and intentions of Spanish self-initiated expatriates (SIEs) in deciding to stay abroad or return to Spain. Using resource conservation theory, it examines how SIEs’ agency influences their adjustment and well-being, affecting their achievements and propensity to repatriate. An online survey with validated scales for adjustment, well-being, and intention to stay abroad was administered to 309 Spanish SIEs. Data analysis via PLS-SEM confirmed that improved adjustment and well-being correlate with better achievements and lower repatriation likelihood. The findings highlight the importance of cultural adjustment and well-being in shaping SIEs’ experiences and decisions, suggesting home institutions should support the repatriation process. The research offers management insights for enhancing SIEs’ experiences abroad and recognizing their value to organizations.

Despite the increasing scientific attention towards competence-related aspects of academic stays abroad, there is a research gap regarding the predictors of xenophobia of international students. We anticipated that longer stays abroad are related to less xenophobia and that this relationship is moderated by intercultural competence and mediated by the quality of contacts with locals. The results indicate that good contacts with locals during a semester abroad can reduce xenophobia. A longer experience abroad however is related to lower levels of xenophobia only if an individual shows a high degree of intercultural competence. Considering these results, we recommend both to prepare students for their stays abroad and also to create structures for incoming students which assist them in making high-quality contacts, such as mentoring-programs.

In a recent publication, Foster (2020) identified several promising directions for second language (L2) oral fluency research, including explicit attention to the parallel development of fluency and productive vocabulary knowledge. The present paper focuses on this issue and proposes an analysis of longitudinal data collected from five Francophone learners of L2 English before and after a nine-month stay in an Anglophone environment. The analysis focuses on speed fluency and breakdown fluency as well as on both free and controlled measures of productive vocabulary knowledge. Results point to clear evolution in speed fluency for all five participants and different individual trajectories for breakdown fluency after a stay abroad. Change with respect to productive vocabulary knowledge, as measured by three measures, was mixed. Findings are interpreted in light of previous research. In particular, we argue that the current results do not provide strong evidence for a clear relationship between productive vocabulary knowledge and oral fluency development.

This article explores to what extent a stay-abroad experience of L2 learners leads to more productive use of contextual clues and better benefits from frequency effects in L2 idiom comprehension. To this end, seventy-two learners of German (L1 French) were presented with a test on idiom comprehension that contained items both with and without a context and differing degrees of frequency. Furthermore, the participants completed a questionnaire on their stay-abroad experience (length of stay, country, etc.) as well as providing other data from their linguistic biography (language proficiency level, other languages, etc.). The results show that participants with a stay-abroad experience neither outperformed those without such an experience nor benefited from frequency effects and the presence of context. However, frequency was found to positively affect performance for items presented in context.

Grit can be viewed as a facet of conscientiousness consisting of the two sub-facets perseverance of effort and consistency of interest. Although ample research illustrates the importance of grit for educational attainment, little is known about its developmental trajectories. The goal of the present study was to examine the development of self-perceptions in the two grit facets during educational stays abroad in young adulthood. We measured grit in a sample of 179 German sojourners, who went abroad for some type of educational stay, immediately before the start of their stay abroad (T1), 3 months afterwards (T2), and 15 months afterwards (T3). We compared the developmental trajectories across T1 and T2 with a control group of 112 Germans staying at home during this period. Multivariate latent change score models showed an increase in perseverance of effort between T1 and T2 in the group of sojourners, which did not emerge in the control group and persisted throughout T3. Consistency of interest did not change between T1 and T2, but sojourners showed an increase in consistency of interest between T1 and T3. This change was positively predicted by the time sojourners had spent abroad. Although we found different developmental trajectories for perseverance of effort and consistency of interest, substantial correlated change between these facets indicated similar processes to account for change in both traits. We discuss implications for research on the development of grit as well as the role of educational stays abroad.

Die Cambridge University Library, Großbritannien, mit einer über 600jährigen Tradition und Geschichte widmet sich verstärkt den digitalen Transformationsprozessen. Nicht nur Entwicklungen im Bereich Open Science, sondern auch in der Digitalen Bibliothek kennzeichnen diesen Fortschritt.

With a globalized and growing world market, companies and educational institutions are getting more and more ambitious to re-orient their work patterns to the international level. Universities reacted to the demands of the globalized economy for flexibility and adaptability by the internationalization of their study programs. Research question: Do stays abroad and therefore intercultural experiences of students actually promote occupational competences and personal development? Design: In order to investigate this relationship, an online survey was employed, and a sample of N = 367 students, who had spent at least one semester abroad before, was recruited. The questions were aimed at measuring characteristics of the participants' stays abroad, as well as occupational engagement, resilience, intercultural competence personality characteristics related to job performance. Results: The findings suggest that experience abroad can partly enhance employability by serving as an additional job qualification. The results reveal that people who have experienced a stay abroad show higher work and study commitment and are more ambitious regarding their work. Furthermore, people with experience abroad show higher levels of resilience. They are more active concerning problem solving and have higher abilities to maintain emotional distance to work. Additionally, people show the more cultural intelligence the longer they stay abroad. Regarding the manifestation of cultural intelligence, the contact quality with the host country nationals played a significant role. It was evinced that higher contact quality is associated with higher values of cultural intelligence. Regarding occupational performance capacity, the results highlight that participants with a stay abroad are more dominant in an occupational context, i.e., they are more oriented towards superiority above others. Value: The present study contributes to the understanding of relevant personal skills and characteristics in intercultural contexts and of how personality might affect the process of becoming more competent. By demonstrating that stays abroad can increase certain work-related competences for students this study indicates that companies and educational institutions should spend more recourses on fostering experiences abroad of students and workers, in order to stay in tune with the requirements of globalization.