Seeking out Challenges to Develop L2 Self-Confidence: A Language Learner's Journey to Proficiency

Autor/inn/en	Edwads, Emily; Roger, Peter Stewart
Titel	Seeking out Challenges to Develop L2 Self-Confidence: A Language Learner's Journey to Proficiency
Quelle	In: TESL-EJ, 18 (2015) 4, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Second Language Learning; Language Proficiency; Learning Motivation; Self Esteem; Predictor Variables; English (Second Language); Qualitative Research; Semi Structured Interviews; Second Language Instruction; Foreign Countries; Listening Comprehension; Participant Characteristics; Australia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Motivation for studies; Lernmotivation; Self-esteem; Selbstaufmerksamkeit; Prädiktor; English as second language; English; Second Language; Englisch als Zweitsprache; Qualitative Forschung; Fremdsprachenunterricht; Ausland; Hörverständnis; Australien
Abstract	As one constituent of second language (L2) motivation, L2 "self-confidence" has been shown to be a significant predictor of language proficiency. More recently, L2 self-confidence has been studied as part of the "willingness to communicate" (WTC) construct. Less is known, however, about the processes by which learners develop self-confidence in their second language. This study explored the process of L2 self-confidence development in an advanced learner of English since his arrival in Australia. Two qualitative semi-structured interviews separated by a period of two years were conducted, using the WTC model and Clément and Kruidenier's (1985) model of the self-evaluation of proficiency as a theoretical framework. Findings highlight the important role played by the individual's perception of "control" in a range of communicative settings. Results also suggest that listening comprehension skills, together with an awareness of other carriers of meaning, are central to the development of linguistic self-confidence. For this learner, a cyclical interaction between L2 self-confidence, WTC, and L2 proficiency was evident. These findings have implications for language teachers and learners, providing important insights into the way that critical events and decisions in the participant's learning journey may contribute to the development of self-confidence. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01