Abstract
This study reports on collaboration between second language (L2) instructors of English and Japanese. Learners and speakers of each language were brought together on a regular basis to serve as models, partners, group members, and supportive peers to assist each other’s language learning efforts. ANOVA analyses were used to contrast students in the programme with others in regular classes on reported frequency of L2 use beyond the instructional setting, friendship patterns maintained within the first language (L1) and L2, three aspects of motivation for second language acquisition, and attitudes held toward culturally different others (ATCD). Significant differences were found between students inside and outside the programme on four of the variables analyzed. Multiple regressions were then used to assess the impact of six predictor variables (L1-USE, first L1-FR and L2-FR language friendship patterns, two aspects of SLA motivation, and ATCD) on reported levels of L2 use outside of the classroom. Four of the predictors were found to be significant to the equation, which accounted for approximately 28% of the variance in L2 use. The findings suggest regular immersion in an authentic L2 environment created within an instructional setting may assist learners in developing stronger motivation to use a L2, augment tendencies toward friendships between learners and members of a L2 speech community, and assist in development of more positive attitudes toward culturally different others.