Study abroad (SA) is touted for providing language learners with regular exposure to a second language (L2) in naturalistic settings. However, few studies have examined how interaction occurs in situ. This study analyzed 13 hours of naturalistic dyadic conversations self‐recorded by 15 US‐based undergraduate sojourners studying abroad for one semester in Spain. Conversations were analyzed for interaction metrics previously posited as relevant to L2 acquisition in SA: speaking time, negotiation of meaning, lexical assistance, and corrective feedback. The study then analyzed how these variables were conditioned by interlocutor identity (host family [HF] member, local native speaker [NS] peer, and nonnative speaker [NNS] peer), relationship quality (emotional proximity, interaction frequency), and sojourner L2 proficiency. Results show that sojourners produce by far the most output in interaction with NNS peers while receiving significantly more corrective feedback from—and negotiating for meaning more frequently with—HF members and NS peers. Interaction variables were not conditioned by emotional proximity but were significantly affected by frequency of contact. L2 proficiency exerted a significant influence on interaction with HF members and NS peers, but not NNS peers. Results highlight the diversity of interaction types available to sojourners and the distinct role each plays in L2 development.

中文翻译：

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国外对话：对话者类型、关系质量和 L2 熟练度对自然环境中互动的影响

出国留学 （SA） 因在自然主义环境中为语言学习者提供定期接触第二语言 （L2） 而受到吹捧。然而，很少有研究检查相互作用是如何在原位发生的。这项研究分析了 15 名在西班牙留学一个学期的美国本科生自我录制的 13 小时自然主义二元对话。分析了对话中先前被认为与 SA 中的 L2 习得相关的交互指标：说话时间、意义协商、词汇辅助和纠正反馈。然后，该研究分析了这些变量如何受到对话者身份（寄宿家庭 [HF] 成员、当地母语人士 [NS] 同伴和非母语人士 [NNS] 同伴）、关系质量（情感接近、互动频率）和旅居者 L2 熟练度的影响。结果表明，到目前为止，旅居者在与 NNS 同伴的互动中产生了最多的产出，同时从 HF 成员和 NS 同伴那里收到了更多的纠正反馈，并更频繁地与 HF 成员和 NS 同伴协商意义。交互变量不受情绪接近程度的限制，但受接触频率的显着影响。L2 熟练度对与 HF 成员和 NS 同龄人的互动产生了重大影响，但对 NNS 同龄人没有影响。结果突出了寄居者可用的交互类型的多样性，以及每种交互类型在 L2 发展中发挥的不同作用。