Full Description
This book explores self-concept in foreign language (FL) learning, tracing the trajectories of a group of Japanese language learners at an Australian university to illuminate new insights about the factors impacting positive self-concept and implications for language learning more broadly.
The volume calls attention to the ways in which learners' perception of themselves as FL learners plays a fundamental role in FL learning. Drawing on data from a longitudinal study, including student diaries, interviews and classroom observations, Yoshida outlines shifts in self-concept as learners progress from secondary school to university courses to study abroad and beyond. The book demonstrates how the learner journey is marked by a growing recognition of the importance of practice for achievement but also a greater sense of self-consciousness, with learners' agency in creating opportunities for themselves to practice their FL as a key factor in improving self-concept over time. This work offers unique observations about self-concept for learners who already 'have' global English as a first language, inspiring ways forward for future research and language teaching in other under-studied languages.
The book will appeal to students and researchers in applied linguistics, SLA and foreign language learning, as well as stakeholders in Japanese language programs.
Contents
List of figures
List of tables
Acknowledgements
Chapter 1: Introduction and background of the study
Self in second/foreign language acquisition
Self-concept and other self-related constructs
Conceptual models of academic self-concept
The subject-specificity of self-concept
Self-concept and achievement
Internal and external (social) comparisons
Internal/external comparisons and affect
Big-fish-little-pond effect
Internal/external comparisons and goals
Feedback from significant others
Attribution of success and failure
Self-concept in the transition to different learning contexts
Aim and overview of the book
Chapter 2: Foreign language self-concepts, beliefs and ideal second language selves
Mercer's internal/external frames of reference in foreign language self-concept formation
Internal frames of reference for FL self-concept formation
External frames of reference for FL self-concept formation
Learners' self-presentations in second and foreign languages
The ideal L2 self and the ought-to L2 self
Learners' beliefs about language learning
Studies about self-concept in foreign language learning
Previous research on study abroad
Factors that influence learners' experiences in study abroad and their perceptions of those experiences
Environmental contexts in study abroad and interactions in the target language
Learners' self-related issues in study abroad
Summary of the chapter
Chapter 3: Context of the study and methodology
Context of the present study
Participants
Methodologies of data collection and analysis
Outline of data collection
Diary writing
Interviews
Classroom recording and observation
Data analysis
Chapter 4: Foreign language self-concept upon transition to university
Hesitance: A rocky start for Adrian, Jason and Sandra
Confidence embodied: Betty's smooth start
Speaking up: Changes in the FL self-concepts of Adrian, Jason and Sandra
Betty's disappointment: Her inability to develop a more positive FL self-concept
Learners' FL self-concepts, ideal L2 selves and beliefs about language learning in transition periods to university
Summary of the chapter
Chapter 5: Foreign language self-concept during and after study abroad
Critical experience: Sandra's FL self-concept during study abroad
Maintenance of motivation: Sandra's FL self-concept after study abroad
Harmony between a belief and a learning environment: Zac's FL self-concept during study abroad
Conflict between a belief and a learning environment: Zac's FL self-concept after study abroad
Strong hesitance to speak Japanese: Joan's FL self-concept in the classroom
Building confidence to speak: Joan's FL self-concept during study abroad
Learners' FL self-concepts, ideal L2 selves and beliefs about language learning during and after study abroad
Summary of the chapter
Chapter 6: Conclusion
The dynamic and complex nature of FL self-concept
The development of positive FL self-concept
Emotions and FL self-concept
The researcher's reflexivity
Teaching implications
Limitations of the study and future studies about FL self-concept
Appendices
Appendix A: Questionnaire
Appendix B: Instructions for diary writing
Appendix C: General questions in interviews
Appendix D: Observations noted in the classroom
Appendix E: Transcription conventions
Index
