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.

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

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