Adult Language Learners’ Self-Concepts in Second Language Academic Contexts
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Abstract
The main purpose of this study is to identify how adult language learners perceive their self-concepts in L2 contexts. To conduct this investigation in depth, a qualitative approach was chosen as the primary methodology. This study centered on two primary questions: how adult second language learners perceive their self-concepts in each context and what critical factors adult second language learners perceive that influence their self-concepts in the process of academic socialization. Finally, the date of this research generated three themes: 1)adult second language learners experience disparity of self in second language context, 2)power relations resonate in their self-concepts, and 3)self-concepts change over time, space, goals and experiences. In other words, adult language learners' perceptions of self are based on the expectation of self, and the process of gaining membership in second language academic contexts involve power relations. These themes reflect current sociolinguistic issues such as identity, competence, power and inequality. This study confirms that second language learners' self-concepts must be understood from a social-cultural perspective since learning a language is a distinct complex of self-perceptions, beliefs, and experiences related to learners' socialization and participation in the target culture.
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