This study examines the L2 selves of ten students studying upper-intermediate or advanced Japanese at an Australian university. Through analysis of interviews and students’ diary entries about Japanese-related experiences in their daily lives, the study examines the types of L2 selves the students construct, and how these constructions are influenced by the students’ responses to their L2 experiences. The findings reveal that the students were all successful at envisioning themselves as someone using Japanese for work and/or leisure in the future, although the ideal L2 self of each student differed considerably in its contents and elaborateness. The study further demonstrates that students’ L2 selves were often multi-faceted, and could change even within short periods of time. It also indicates that the students engaged with a wide range of Japanese-related activities and experiences in and beyond the classroom, and that their process of making meaning from such emerging L2 experiences significantly impacted the construction of their L2 selves.
|Number of pages||19|
|Journal||Electronic Journal of Foreign Language Teaching|
|Publication status||Published - 2016|