Reiko Yoshida

Self-Concept in Foreign Language Learning

A Longitudinal Study of Japanese Language Learners

• Broschiertes Buch

Produktbeschreibung

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.

Produktdetails

• Verlag: Routledge
• Seitenzahl: 210
• Erscheinungstermin: 27. Oktober 2025
• Englisch
• Abmessung: 229mm x 152mm x 12mm
• Gewicht: 312g
• ISBN-13: 9781032484846
• ISBN-10: 1032484845
• Artikelnr.: 75422438

Autorenporträt

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

Inhaltsangabe

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

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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

Rezensionen

"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