Learning Japanese, from learners' points of view: affective and social factors in independent learning

In this article, autobiographies of three English mother tongue learners of Japanese living in Japan are presented, then analysed and discussed from the point of view of affective and social factors involved in their independent learning of Japanese. Feelings and actual phenomena of disempowerment and marginalization are particularly focused on, together with accompanying avoidance and resistance responses which may have had an important influence not only on their Japanese language acquisition but also on their overall adjustment to life in Japan. In the course of this analysis, a number of suggestions are made for improvement of conceptualizations of intercultural adjustment, in particular with regard to the possible role of social practices, and the role of second language acquisition in facilitating or hindering successful adjustment. Finally, possible implications are drawn, specifically for those involved in Japanese language teaching and learner development practices and/or international exchange programmes in the Japanese context.