Metaphorical conceptualizations of language learning by post-tertiary learners of Japanese. (November 2020)

• Record Type: Journal Article
• Authors: Tabata-Sandom, Mitsue; Nishikawa, Yoshie; Ishii, David
• Is Part Of: System. Volume 94(2020)
• Publication Date: 2020-11
• Subjects: Learner beliefs -- Post-tertiary learners -- Metaphor analysis -- Learners of Japanese; Language and languages -- Study and teaching -- Periodicals; Langage et langues -- Étude et enseignement -- Périodiques; Electronic journals; 407
• DOI: 10.1016/j.system.2020.102335
• Languages: English
• ISSNs: 0346-251X

Abstract

Abstract: Although various studies on second/foreign language (L2) learners' beliefs have provided insights into aspects of their identity, agency, and emotions, a paucity of research exists that elucidates the evolving beliefs of post-tertiary learners from languages other than English (LOTE). In essence, our intention is to provide an answer to the question, What factors influence the beliefs of tertiary language learners after they graduate? A qualitative analysis of metaphors and questionnaire responses from 169 post-tertiary learners of Japanese revealed that their beliefs were mediated by various longitudinal factors (e.g., an inner drive to self-improve, identity changes, enjoyment of learning). This indicates that learners' beliefs do not simply represent thoughts situated in the present time but provide evolving interpretations of their social realities across multiple time scales. The beliefs of post-tertiary learners provide a longitudinal perspective on how learning is intertwined with constantly evolving personal goals and circumstances. It may be advisable for language practitioners to draw upon the beliefs and experiences of post-tertiary learners in their classrooms so that emerging L2 learners can reflect on their own beliefs and forge pathways towards their future, lifelong language learning goals. Graphical abstract: Image 1 Highlights: Post-tertiary learners' beliefs reveal how L2 learning is a longitudinal process. (82). Metaphors are summaries of complex, nuanced and paradoxical L2 experiences. (76). Mere interest in learning Japanese is insufficient for sustained long-term learning. (85). Post-tertiary L2 learners show identity changes, resiliency and a drive to improve. (84).