An Activity Theoretical Approach to Social Interaction during Study Abroad

Autor/in	Shively, Rachel L.
Titel	An Activity Theoretical Approach to Social Interaction during Study Abroad
Quelle	In: L2 Journal, 8 (2016) 2, S.51-75 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-0222
Schlagwörter	Foreign Countries; Case Studies; Study Abroad; Interaction; Interpersonal Relationship; Social Theories; Spanish; Second Language Learning; Student Attitudes; Peer Influence; College Students; Interviews; Questionnaires; Audio Equipment; Student Journals; Parent Influence; Spain + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Studies abroad; Auslandsstudium; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gesellschaftstheorie; Spanisch; Zweitsprachenerwerb; Schülerverhalten; Collegestudent; Interviewing; Interviewtechnik; Fragebogen; Audio-CD; Studentenzeitung; Spanien
Abstract	This case study examines how one study abroad student oriented to social interaction during a semester in Spain. Using an activity theoretical approach, the findings indicate that the student not only viewed social interaction with his Spanish host family and an expert-Spanish-speaking age peer as an opportunity for second language (L2) learning, but also had other goals, such as relationship building and enjoyment. The analysis further highlights changes over time in the focal student's orientation to L2 learning in social interaction, with attention to the way in which his relationships mediated those shifts. Results from the study reveal the dynamic nature of social interaction, the importance of age peers, and the usefulness of activity theory for making links between micro-level interactions and macro-level social structures. (As Provided).
Anmerkungen	Berkeley Language Center, University of California. B-40 Dwinelle Hall #2640, Berkeley, CA 94720. Web site: http://escholarship.org/uc/uccllt_l2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01