This present study closely examines a particular type of institutionalized interactions for second language (L2) learning, namely one-on-one instructional sessions between instructors and learners of Japanese at an intensive summer study abroad program in Japan. During these sessions, both instructors and learners employ various form-focused practices to construct language learning opportunities by making language-related matters relevant to the interaction. Taking a socially-oriented approach that employs conversation analysis (CA) to examine L2 learning as a locally accomplished social activity, the current research explicates the process of constructing L2 learning opportunities. More specifically, it examines approximately 15 hours of video-recorded data and identifies three focal form-focused practices that participants use. The objective of the study is to explore: (a) what kind of learning opportunities are co-constructed through such focal practices, and (b) how the identified focal practices embody and are shaped by participants' interpretations of the institutional goals and purposes of the session. The analytical portion of my dissertation is comprised of three chapters, each of which focuses on a specific practice that the participants employ. The first analytical chapter focuses on instructor elicitations as a pedagogical practice and examines how the elicitation design affects the way in which the instructor solicits a targeted language form from the learner. The second analytical chapter investigates how instructors use epistemic status checks (ESCs) (Sert, 2013) to make learners' knowledge states about a particular linguistic item relevant to the interaction. The third analytical chapter examines cases in which learners utilize their verbal and non-verbal resources to embed a form-focused sequence, which I refer to as an embedded linguistic try, during a meaning-focused activity. Conducting a micro-analysis on these three practices in light of the institutional goals provided by the study abroad program, the current research demonstrates the reflexive relationship between the identified form-focused practices and the institutionality of the one-on-one sessions. This study further strives to contribute to the growing body of CA-SLA research (Kasper & Wagner, 2011) by reemphasizing the importance of considering the larger institutionalized context in order to better understand the social process through which learning opportunities are constructed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]