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Literaturverz. S. 109 - 115

Relying upon Dörnyei's (2005, 2009) L2 Motivational Self System and Ushioda's (2009)
person-in-context relational view of emergent motivation, self, and identity, the present study investigates the nature and construction of Japanese heritage learners' motivational selves in relation to their HL learning experiences. Based upon questionnaire data and focus group discussions in Australia, the analysis reveals that HL speakers' motivational selves are not fixed, individual difference characteristics, but are more properly described as a process. This process emerges through the interaction between the self-reflective intentional agent and complex social structures, language expertise, experiences, and contexts in which the HL speaker participates. The impact of learning experiences on the formation of motivational selves is highlighted, as is the importance of the link between these selves and issues relating to personal identity. Globalism, imagined communities, and transnational identities are among the phenomena discussed.

This case study examines the language problems that are noted and further managed by a Japanese language learner studying at an Australian university. Through the use of interviews as well as the analysis of the learner's natural conversation, the study mainly focuses on some major factors that affect these management processes. To date, there has been little research on noting and other management processes in out-of-class natural contexts, in particular that on presentational problems noted by foreign language learners. Utilising an approach that incorporates language management theory and activity theory, this study reveals that these problems seem to be perceived and managed seriously by the learner in his conversation.
The findings also indicate that one of the major factors that affect the learner's language management processes is a contradiction that emerges between two activities of the communities where the learner and his interactants are situated. This contradiction, in turn, seems to lead to a number of other contradictions between the three interactants' goals of the conversation, which possibly affect the learner's evaluations of language deviations and consequent adjustments in complex ways. Other factors include the learner's L2 use history, such as formal Japanese study, which might contribute to his correctness-oriented approach, and the strength of indication of each participant's preference for English or Japanese.

This paper deals with communication networks of four upper-intermediate level Japanese language learners with in-country experience who are studying at an Australian university, and it also examines the relationship between the learners' networks and language learning. Utilizing Boissevain's criteria for network analysis, I compared the characteristics of the informants' current networks with those that existed prior to their in-country experiences. In addition, this study applied the framework of communicative competence developed by Hymes and Neustupny to analyse the informants' language learning that occurred within their networks.

The study found that a number of characteristics of the informants' networks, such as their multiplex social roles and the variety of backgrounds of their Japanese network interactants, were probably related to the raising of the learners' non-linguistic as well as linguistic awareness. It therefore appears that learners' out-of-class communication networks with native speakers of the target language play an important role in terms of language learning.