Paper short abstract:

The process of learning the Japanese language inside and outside of the classroom by learners of Japanese in France was explored, and the factors leading to continuous learning were examined from the perspectives of motivation and multilingual, multicultural identity construction.

Paper long abstract:

Purpose of research: As part of a study profiling students majoring in Japanese in a French university, the process of learning the Japanese language inside and outside of the classroom was explored, and the factors leading to the continuous learning of the Japanese language were examined from the perspectives of motivation and identity. Learner motivation plays an important role in the process of identity construction, based on learners' notions of "how I want to be and who I want to become."

Previous research: Various studies on motivation have been conducted in second language acquisition research and educational psychology. However, in recent years, the limitations of individualized approaches have been highlighted. Norton (2000) introduced the concept of "investment" based on ideas from Bourdieu, replacing the notion of language learning motivation with the concept of investment in the identity the learner is trying to create. The concept of identity has also been emphasized in the CEFR standards. According to Norton, identity is a pluralistic, diverse, and dynamic awareness of the self that only arises through negotiations with others. Previous work by the present author has confirmed that learners' self-reflection, which is done through social interactions, has an impact on their language learning and identity construction.

Research method: In addition to qualitative narrative research, which is an effective way of approaching the processes of learners' identity construction related to language learning, an analysis was performed on the results of a survey and student outputs. Since the 2014 academic year, more than 30 people have been interviewed, and close to 300 people have responded to a web survey.

Research results: The results clarified on what it means to learn Japanese in France from the perspectives of the learner's construction of a multilingual, multicultural identity. Learner motivation is linked with the environment and experience, and the construction of an identity through interaction leads to continuous learning. This should steer us toward reconsidering the role of education and pursuing educational practices that enable interactions that connect people and societies.