Self-Concept in Foreign Language Learning

<p>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.</p><p>The volume calls attention to the ways in which learners’ perception of themselves as FL learners plays a fundamental role in FL learning. Drawing on data from a longitudinal study including student diaries interviews and classroom observations Yoshida outlines shifts in self-concept as learners progress from secondary school to university courses to study abroad and beyond. The book demonstrates how the learner journey is marked by a growing recognition of the importance of practice for achievement but also a greater sense of self-consciousness with learners’ agency in creating opportunities for themselves to practice their FL as a key factor in improving self-concept over time. This work offers unique observations about self-concept for learners who already ‘have’ global English as a first language inspiring ways forward for future research and language teaching in other under-studied languages.</p><p>The book will appeal to students and researchers in applied linguistics SLA and foreign language learning as well as stakeholders in Japanese language programs.</p>