The number of international students keeps increasing worldwide. This is partly attributed to their expectation of improving their language skills by actually using the target language (TL) in the host countries. However, past studies show that such opportunities are not automatically given to them. Perceiving himself as one English learner, the author conducted an autoethnography to explore the processes of availing of opportunities to use the TL in Hawaii during his sabbatical. By recording observations and informal interviews in a diary of his own TL-mediated socialization, the author found that he could engage himself as an active social agent within a type of social space called affinity space which greatly promoted his situated TL-learning in naturalistic contexts. The author discusses how his own case can be applied to other learners studying abroad and presents some educational implications.
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Devlin, Anne Marie
2019. The interaction between duration of study abroad, diversity of loci of learning and sociopragmatic variation patterns: A comparative study. Journal of Pragmatics 146 ► pp. 121 ff.
Fukada, Yoshifumi
2019. Literature Review. In L2 Learning During Study Abroad [SpringerBriefs in Education, ], ► pp. 9 ff.
Fukada, Yoshifumi
2019. Methodology. In L2 Learning During Study Abroad [SpringerBriefs in Education, ], ► pp. 27 ff.
Fukada, Yoshifumi
2019. Introduction. In L2 Learning During Study Abroad [SpringerBriefs in Education, ], ► pp. 1 ff.
Fukada, Yoshifumi
2019. Results and Discussion. In L2 Learning During Study Abroad [SpringerBriefs in Education, ], ► pp. 45 ff.
Fukada, Yoshifumi, Joseph Falout, Tetsuya Fukuda & Tim Murphey
2019. Motivational Group Dynamics in SLA: The Interpersonal Interaction Imperative. In The Palgrave Handbook of Motivation for Language Learning, ► pp. 307 ff.
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