Self-Concept in Foreign Language Learning

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.

Autorentext

Reiko Yoshida is Lecturer in Japanese at the University of South Australia and a member of Centre for Research in Educational and Social Inclusion.

Inhalt

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 ****