Abstract
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.
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