Abstract
ABSTRACT The study looked into three Chinese MBA students' discursive language and cultural behavior in an American study abroad (SA) program. It intended to unveil the complex social and individual factors shaping the students' second language (L2) and cultural learning. The key notions of identity and investment were employed to interpret the three MBA students' L2 acquisition in the American business school. The study revealed that learners' L2 investment and learning process during SA could be further complicated by their divergent academic and professional identities. Based on the findings, educational implications were drawn for SA programs in international education.
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