Abstract

Research on student attitudes toward target-language speakers provides varied results. Some researchers have studied target-language speakers, especially in the foreign language learning context, and found that they are regarded as an object of envy. Others have found that L2 students are often repulsed by those who have studied abroad and speak the target language or their native language with a foreign accent. These studies demonstrate the complexity of student attitudes toward second-language learners. The analyses in this study are designed to gain insight into student perspectives on L2 speakers in the classroom (Academic Possible Selves, or APS) and motivation. Statistical analyses were conducted within a quantitative framework to analyze data from 117 respondents. Analyses identify differences between student perspectives on attitudes and motivation for both English and Japanese. The findings suggest that students assume the long-term overseas experiences of APS result from financial backgrounds of learners’ parents. In addition, for Japanese learning, the results reveal that participants not only desire language acquisition but also cultural experience in the target language. This study concludes with a discussion of the roles of APS as learning mentors and facilitators for beginning, intermediate, and advanced students.