Research shows that sojourning L2 learners are often eager to speak with their native-speaker peers, but they may not realize how these interactions differ from their experiences in the L2 classroom. Using the Communication Accommodation Theory (Giles & Ogay, 2007) as a guiding principle, this mixed-method study aims to, at two different time points, (a) understand how sojourning college-level L2 German students describe how native-speaker students talk to them in German, i.e., to what degree and in what regards learners believe these others to engage in so-called "foreigner talk"; and (b) examine what social, cognitive, and linguistic interpretations L2 learners attach to their perceptions of "foreigner talk." Eleven L2 German sojourners used a scale from 0-100 to describe the spoken German directed at them by their native-speaker peers along 29 language-use behaviors. Ratings were given at two time points, i.e., soon after their arrival and at the end of their first semester abroad. Language-use behaviors were phrased in terms of oppositional pairs (e.g., speaks extremely softly/loudly) with one descriptor in each pair hypothesized to represent an extreme form of so-called "foreigner talk" (e.g., speaks extremely loudly). In a subsequent step, respondents were asked to rate features of "foreigner talk" under five evaluative dimensions. Drawing on existing research, this study introduces additional social features of hypothesized "foreigner talk." Results show the need for a more holistic understanding of "foreigner talk," specifically with consideration to accommodation. Further questions arise as to the accuracy of respondents' perceptions, i.e., whether learners' observations are influenced by biases (e.g., perceptions of "teacher talk" carrying over into perceptions of "foreigner talk") or limited perceptual abilities. In sum, this study reveals how socio-psychological dimensions can frame differences in interactional experiences in conversations between native and non-native speakers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]