Exploring The Interaction Of Perception, Motivation, And Environment

While individual differences in L2/FL (second or foreign language) learning have been extensively explored, research effort has been concentrated on the correlation between various learner factors and linguistic outcomes. How these factors develop over time as the result of learners' active involvement in language learning is, in my perspective, a less surveyed yet significant area. In addition, few studies on English majors in Mainland China have looked into low achievers.This longitudinal inquiry endeavors to explore what the long-term experience of English learning is like for tertiary-level Chinese EFL low achievers (as judged by their language achievement) from a social constructivist perspective. Specifically, the present study mainly concerns two issues: 1) what significant factors are involved in the subjects' English learning experiences? 2) how do these factors interact with one another over the subjects' dynamic English learning process?The study, which lasts for one year (from September 2007 to August 2008), is based on both the researcher's year-long observation of the subjects' present English learning and their recollection of prior learning experiences. The three research subjects (Lu Ming, Zhang Gao, and Li Li), sophomore English majors at a normal university, were engaging in an autonomous program which was integrated with the Comprehensive English Course. The research methods adopted are mainly case study and biography, as well as classroom observation and interview. The data include classroom field notes, interviews, and the subjects' learning portfolios (including their reflections).The research results are presented in the form of learning biography. By using grounded theory methodology, the significant factors involved in the subjects' English learning experiences are illustrated in five themes emerged from the data: 1) conceptualizing English learning; 2) English self-concept; 3) learning and practicing strategies; 4) attribution; 5) motivation and goal, confidence, satisfaction, relevance, and interest. The in-depth analysis of the themes provides compelling evidence that learner factors develop over time, and it is the combined force of individual variables that affects the subjects' English learning in an interactive and dynamic way. Meanwhile, both macro social educational environment and micro immediate learning environment of the classroom are shown to have a profound influence upon their language learning. It is concluded that the subjects' language learning experiences are shaped by the interaction of their perception, motivation, and learning environment.At the end of the thesis, two implications are offered for future exploration on learner difference and diversity. It is suggested that more holistic qualitative research on language learners, from both emic and etic perspectives, should be undertaken in order for us to gain a better understanding of language learners as persons.