Theorizing One Learner’s Perceived Affective Experiences and Performances from a Dynamic Perspective

• Main Authors: Luanyi Xiao, David Wray
• Format: Article
• Language: English
• Published: The International Academic Forum 2016-03-01
• Series: IAFOR Journal of Psychology & the Behavioral Sciences
• Subjects: Foreign Language Acquisition (FLA); Dynamic System Theory (DST); affective experiences
• Online Access: https://iafor.org/journal/iafor-journal-of-psychology-and-the-behavioral-sciences/volume-2-issue-1/article-5/

This paper examines the perceptions of one Chinese learner of English at a university. From a Dynamic System Theory (DST) perspective, the student’s perceptions, affective experiences and classroom learning will be explored by identifying the non-linear relationships between them. This paper aims to investigate the relationship between the student’s perceived affective experiences and her self-reported performances in a foreign language classroom. The participant was a second-year university student from a foreign language university in China. Diary, questionnaire, semi-structured interview, and class observation were applied to investigate this 6-month longitudinal study. Emotional ambivalence including several different affective patterns and five attractor states, namely, Integrative Disposition, Amotivation, Autonomy, Actual Learning Process and Language Awareness were identified.