Self-perception regarding the formation of identity as a second language user among Japanese language learners

Andrew Leichsenring

This qualitative study explored factors influencing the formation of identity among Japanese second language (L2) English speakers. Eighty-one Japanese university students shared their self-perceptions regarding their L2 English identity formation, based on personal experiences in Japan and abroad. The primary focus of this study was to explore factors that facilitate L2 English identity formation among Japanese individuals. A secondary focus was to explore factors that constrain L2 English identity formation among Japanese individuals. The results suggest that the formation of Japanese second language English user identity is influenced by individual perceptions of what identity roles are available, negotiable, and what kind of learning takes place. Thematic analysis of the data revealed that the most frequently cited influencing factors promoting the formation of Japanese second language English user identity were experiences in second language English classes in Japan, participation in study abroad or overseas volunteer programs, and overseas travel or living abroad with family. Furthermore, insufficient English proficiency, lack of exposure to English in daily life, and hesitation (and avoidance) of communicating in English were the three most frequently cited constraints on the formation of Japanese people's identity as English speakers as a second language.

International Conference on Education, Psychology, and Learning, ICEPL Summer 2018 (Conference Proceedings)

International Conference on Education, Psychology, and Learning

17

30

2413-1156

2413-1156

https://doi.org/10.5281/zenodo.20324417

https://www.researchgate.net/publication/378876776_Japanese_learners'_self-perceptions_of_their_L2_English_user_identity_development

0000-0003-3817-7795