Opportunities for Foreign Language Learning and Use within a Learner's Informal Social Networks

Abstract

Despite widespread acknowledgement of the importance of the social dimensions of second language acquisition, there has been little research on second language (L2) use and learning in the social networks of foreign language learners. This study examines the language use of a student of Japanese in Australia in two informal conversations he had with native speakers of Japanese who were part of his social network. Utilising activity theory and a conversation analytic approach to language alternation, the analysis reveals that it is not always easy for this learner to create opportunities to use Japanese due to diverse social factors. One of the major factors is a contradiction that emerges between the socialising activity and the language learning activity in which this learner and his Japanese friends are engaged in their conversations. However, this study demonstrates that the same learner sometimes succeeds in gaining access to exposure to L2 as a speaker as well as a listener and, as a consequence, access to L2 learning opportunities. This access seems to be enabled by, amongst other things, an indication of his own strong preference for L2 and his proactive move to introduce appropriate subtopics.

ACKNOWLEDGMENTS

This article is drawn from my PhD thesis, which was supervised by Helen Marriot and Robyn Spence-Brown. Much appreciation is extended to them for their valuable insights, suggestions, and guidance throughout the development of the thesis. My sincere gratitude goes to my participants who generously cooperated with my research. I am grateful for the useful comments of the reviewers and the editors of this issue.