A Study on Classroom Shame of Japanese Learners among University Students in China

Abstract

In the field of second language (L2) research, there is a growing recognition of the vital need to explore the diversity of emotional experiences of learning. This paper explores the problem of foreign language classroom shame (FLCS) in Japanese classes among university students in China. This study investigated China students’ perspectives on L2 shame in learning Japanese. Studies have shown that shame not only affects learners' linguistic confidence, but also affects their sense of identity, self-worth and self-esteem. The data suggest that FLCS may lead learners to engage in certain negative behaviors, such as avoiding interaction and speaking activities, ruminating over failure, giving up learning L2, and to have persistent L2-related anxiety due to fear of shame in the future. This paper argues that the study of this phenomenon in the process of language learning can provide a more comprehensive grasp of the psychology of language learners, and help learners develop a more positive self-perception, promote their willingness to participate in communication activities, and ultimately may bring their language competence to an improved level of proficiency.