Conversations abroad: The effect of interlocutor type, relationship quality, and L2 proficiency on interaction in naturalistic settings

Abstract 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.