L2 speakers often encounter difficulties caused by a dual problem both with vocabulary and structure in delivering his or her intended message. This qualitative study reports on how the dual problem involving both lexical and syntactic problems can be managed by employing CSs. The participants were 12 Korean students studying in a university in the USA, whose language proficiency varied from limited to high advanced. For the data, the participants’ natural conversations in various settings were recorded and stimulated recalls were conducted on the recorded conversations. The study presents various CSs for managing dual lexical-syntactic problems (DL-SCSs) identified from an inductive analysis of the data. Based on a taxonomic analysis of the data, this study presents a taxonomy in which various DL-SCSs are organized in multiple levels. In this paper, examples illustrating how participants employed each DL-SCS are also provided. These examples show that L2 speakers employing appropriate DL-SCSs are likely to communicate their intended meaning despite massive dual problems. Based on the findings, this study suggests that L2 speakers should be encouraged to use DL-SCSs.

This study investigated how adult second language learners negotiate their social, relational identities in real-life communicative interactions within professional, institutional social settings. Based on the sociocultural approach to identity formation (e.g., Lantolf & Pavlenko, 2001; Penuel & Wertsch, 1995), this study examined five Korean graduate students’ experiences with and perspectives regarding their real-life communicative interactions within U.S. academe. The study findings suggested the importance of English learners’ enactment of positive, relational identities in enhancing their agency in order to actively participate in English communicative practices and continue to improve their English proficiency. Pedagogical implications for enhancing Korean students’ agency in learning English were also discussed.