This paper presents a research study which investigates the ways in which school-based language learners perceive the classroom. Concerned with the ‘ecology’ of the classroom, the aim of the study is to take language learners' own perceptions as a basis to understand more about the extent and types of learner engagement in the pedagogical dimension of the classroom. The study uses the repertory grid technique to collect data from lower-secondary language learners, and was chosen for the way it allows learners to speak for themselves. The data indicate that the school-based learners respond primarily with affect to classroom activities, and that behavioural, cognitive, and affective dimensions of learner engagement are not perceived as distinct categories by learners. The findings also show the development of a learner culture, where metacognitive strategies are used that allow learners to negotiate ‘being taught’ and serve purposes that diverge from the pedagogical purposes of the classroom as a space for language learning. The implications of these findings and possible teacher action in response to them are presented.

本文提出了一项研究，调查以学校为基础的语言学习者感知课堂的方式。关注课堂的“生态”，该研究的目的是以语言学习者自己的看法为基础，以更多地了解学习者在课堂教学维度中参与的程度和类型。该研究使用剧目网格技术从初中语言学习者那里收集数据，并因其允许学习者为自己说话的方式而被选中。数据表明，在校学习者的反应主要是对课堂活动产生影响，学习者并未将学习者参与的行为、认知和情感维度视为不同的类别。调查结果还显示了学习者文化的发展，其中使用元认知策略，允许学习者协商“被教”并服务于与作为语言学习空间的课堂教学目的不同的目的。介绍了这些发现的影响以及教师可能采取的应对措施。