| Learners’ conceptions of learning are critical factors for their learning approaches and learning outcome,and have attracted much attention in the field of education research.To better understand the conceptions of learning English among the high school students in the ethnic minority region in Southwest China,this qualitative research was carried out in a public senior high school situated within Changshun County,Qiannan Perfecture in Guizhou Province.Based on the purposive sampling strategy,30 information-rich twelfth-grade participants were selected.A variety of qualitative methods were employed to collect data,including in-depth semi-structured individual interviews,classroom observations,and casual conversations with participants.The phenomenographic approach was employed to analyze the research data.The research revealed eight qualitatively different categories of conceptions of learning English,including learning English as obeying the school rules,preparing for tests,memorizing,drill and practice,increasing one’s knowledge,communicating and applying,self-developing,and seeing in a new way.Two types of conceptions,such as "learning English as obeying the school rules" and "learning English as self-developing"were identified based on the research data.Besides,among the eight categories of conceptions,"learning English as preparing for tests" and"learning English as self-developing" are two of the most common conceptions among the participants.In addition,drawing upon the activity theory,the current study further explored how students’ conceptions of learning English,as a psychological tool,mediate their learning process and learning outcome.According to their motivational orientations and their understanding of knowledge acquisition,eight conceptions of learning English were classified into three major categories,including superficial conceptions,intermediate conceptions,and sophisticated conceptions.After further analyzing the students’ learning approaches and learning outcome,three mediating patterns were put forward respectively.Students within the first pattern had superficial conceptions of learning English.They adopted very passive learning approaches,and got unproductive learning outcome.Students within the second pattern had intermediate conceptions,and they tended to adopt passive learning approaches as well,but with developing outcome.Students within the third pattern held sophisticated conceptions.They adopted active learning approaches and achieved productive learning outcome.The study offered a deeper understanding of high school students’ English language learning conceptions,learning approaches,learning outcome,and the mediating patterns of the three aspects.It provides pedagogical implications for English language education in the ethnic minority region in Southwest China. |
