Self-Concept in Foreign Language Learning

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 figuresList of tablesAcknowledgementsChapter 1: Introduction and background of the studySelf in second/foreign language acquisitionSelf-concept and other self-related constructsConceptual models of academic self-conceptThe 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 contextsAim and overview of the bookChapter 2: Foreign language self-concepts, beliefs and ideal second language selvesMercer’s internal/external frames of reference in foreign language self-concept formationInternal frames of reference for FL self-concept formationExternal frames of reference for FL self-concept formationLearners’ self-presentations in second and foreign languagesThe ideal L2 self and the ought-to L2 selfLearners’ beliefs about language learningStudies about self-concept in foreign language learningPrevious research on study abroadFactors 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 chapterChapter 3: Context of the study and methodologyContext of the present studyParticipantsMethodologies of data collection and analysisOutline of data collectionDiary writingInterviewsClassroom recording and observationData analysisChapter 4: Foreign language self-concept upon transition to universityHesitance: A rocky start for Adrian, Jason and SandraConfidence embodied: Betty’s smooth startSpeaking up: Changes in the FL self-concepts of Adrian, Jason and SandraBetty’s disappointment: Her inability to develop a more positive FL self-conceptLearners’ FL self-concepts, ideal L2 selves and beliefs about language learning in transition periods to universitySummary of the chapterChapter 5: Foreign language self-concept during and after study abroadCritical experience: Sandra’s FL self-concept during study abroadMaintenance of motivation: Sandra’s FL self-concept after study abroadHarmony between a belief and a learning environment: Zac’s FL self-concept during study abroadConflict between a belief and a learning environment: Zac’s FL self-concept after study abroadStrong hesitance to speak Japanese: Joan’s FL self-concept in the classroomBuilding confidence to speak: Joan’s FL self-concept during study abroadLearners’ FL self-concepts, ideal L2 selves and beliefs about language learning during and after study abroadSummary of the chapterChapter 6: ConclusionThe dynamic and complex nature of FL self-conceptThe development of positive FL self-conceptEmotions and FL self-conceptThe researcher’s reflexivityTeaching implicationsLimitations of the study and future studies about FL self-conceptAppendicesAppendix A: QuestionnaireAppendix B: Instructions for diary writingAppendix C: General questions in interviewsAppendix D: Observations noted in the classroomAppendix E: Transcription conventionsIndex

"Reiko Yoshida’s study is richly grounded in qualitative data from learners of Japanese as they transition from secondary school to university, study abroad, and beyond. It illuminates the complex interplay between students’ beliefs about language learning and their evolving self-concepts as language learners, as they negotiate new learning contexts, struggle with challenges, and exercise agency in pursuit of their ideal selves. This deeply engaging book will be of interest to all those concerned with understanding or researching the role of the self-concept in language learning."- Professor Ema Ushioda, University of Warwick, UK