This study investigated the use of L1(English) by L2(Korean) learners’ interaction with their native-speaking conversation partners from a sociocultural perspective, using the lens of conversation analysis. The data included 64 hours of recorded interactions of 16 conversation pairs of nonnative learners of Korean and their native conversation partners as well as learners’ diary entries. Findings gleaned from qualitative analysis of learners’ use of their L1 (i.e., English) during native-nonnative pair interactions outside the classroom showed that the overall use of L1 by L2 learners found to be facilitative of their L2 learning. The results proposed a model of L2 learners interaction with their conversation partners that attempted to link learner’s use of L1 and their L2 proficiency, and concluded that learners’ interactions played a key role in improving L2 learners’ language proficiency. In addition, pedagogical recommendations based on the research findings were proposed.

The present study investigates attitudes, opinions, or characteristics of a group of heritage language learners of Korean in terms of teacher's language use in the US university foreign language classroom compared to those of non-heritage language learners. Data were collected through direct, first-hand observations, students' self-reports and questionnaires. Looking at the process of learning a foreign language, this study considers how foreign language teachers can address the complex histories of language learners by drawing on a qualitative as well as quantitative analysis of a foreign language class. The results of this study reveal that there were indeed no inter-language group (between heritage and non-heritage learners) differences in the perceptions of teacher's language use in the classroom. Both heritage and non-heritage learner groups have quite strong reactions to the teacher's use of L2 for the purposes of giving instructions, evaluating/commenting their oral performances, and building relationships. During the learners' reaction component of the study, most learners indicated that students' ability in the L2 most consistently affected the amount of L2 that teachers could use.