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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.
List of contents
List of figuresList of tablesAcknowledgementsChapter 1: Introduction and background of the studySelf in second/foreign language acquisition
Self-concept and other self-related constructs
Conceptual models of academic self-concept
The subject-specificity of self-conceptSelf-concept and achievementInternal and external (social) comparisonsInternal/external comparisons and affectBig-fish-little-pond effectInternal/external comparisons and goalsFeedback from significant othersAttribution of success and failureSelf-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 selvesMercer's internal/external frames of reference in foreign language self-concept formation
Internal frames of reference for FL self-concept formationExternal frames of reference for FL self-concept formationLearners' 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 experiencesEnvironmental contexts in study abroad and interactions in the target languageLearners' self-related issues in study abroadSummary of the chapter
Chapter 3: Context of the study and methodologyContext of the present study
Participants
Methodologies of data collection and analysis
Outline of data collectionDiary writingInterviewsClassroom recording and observationData analysisChapter 4: Foreign language self-concept upon transition to universityHesitance: 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 abroadCritical 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: ConclusionThe 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
AppendicesAppendix 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
About the author
Reiko Yoshida is Lecturer in Japanese at the University of South Australia and a member of Centre for Research in Educational and Social Inclusion.
