L2 Chinese learners’ second language socialization with Chinese peers and strangers conducting L2 interviews during long-term study abroad in China

Abstract

This study explores the Second Language Socialization (SLS) experiences of international students in a study abroad (SA) Chinese language program in China, focusing on a structured L2 interview task with two groups of local interlocutors: Chinese peers and local strangers. Drawing from task recordings, surveys, written reflections, and follow-up interviews, this research unveils two contrasting interacting dynamics: peer interviews were characterized by supportive but overly accommodating responses, while stranger interactions were less sympathetic, more critical, and accompanied by tensions stemming from power dynamics, cultural stereotypes, or misunderstandings. Through a SLS lens, the study reveals how intersecting identities and positionalities of study SA participants, such as being female and racially unmarked, impacted unequal access to meaningful language and interactions with strangers, while visibly foreign students sometimes triggered nationalistic or defensive reactions. In addition, SA participants’ language proficiency, limited inquiry strategies, and narrow perceptions of the interview task also constrained their ability to engage more effectively with authentic SLS opportunities. The study underscores the need for pedagogical intervention to optimize L2 learning SA participants’ membership-building and identity negotiation in the target community. Practical implications emphasize structured pre- and post-task guidance, peer facilitation training, critical task reflection, enhanced intercultural preparation on sensitive interview topics, and context-specific identity awareness to better prepare students for authentic intercultural communication during study abroad programs.

Abstract in Mandarin

本研究探讨在华留学中文项目中国际学生参与二语社会化的经历，重点关注与两组本地对话者（中国同龄人和本地陌生人）进行的二语访谈任务。通过对任务录音、调查问卷、书面反思以及后续访谈的分析，研究揭示了两种截然不同的互动动态：与同龄人进行的访谈体现出同龄人对学习者支持但过度迁就的回应特点，而陌生人在访谈互动中则表现出同情心较低、更具批判性，并伴随着因权力动态、文化刻板印象或误解而引发的紧张关系。通过二语社会化视角，本研究揭示了学习者的多重身份与位置性（如女性身份或亚裔种族等）如何导致在与陌生人互动时获得有意义语言和交流机会的不平等，而非亚裔外貌特征明显的外国学生则有时会引发陌生人民族主义或防御性反应。此外，学习者的语言水平、有限的提问策略，以及对访谈任务的理解不足，进一步限制了他们更有效地把握真实的二语社会化机会的能力。该研究强调需通过教学干预，优化学习者在目标社区中建立归属感与进行身份协商的能力。实践意义包括：提供结构化的任务前后指导、同伴引导培训、批判性任务反思、对敏感采访话题的跨文化准备、以及针对具体语境的身份意识培养，从而更好地帮助学生为在海外学习期间进行真实的跨文化交流做好准备。