This qualitative, case-study research explores the English language learning history of a Japanese pre-service teacher by analysing five English-language poems and a self-reflective essay regarding her experiences of learning the target language. The methodology chosen in this study was a poetic inquiry through which the investigator reconstructed and analysed the writer’s subject position expressed in the actual descriptions of each poem. The self-reflection essay was also thematically analysed to examine how the participant saw and understood her learning experiences. Research findings showed that the poems illustrated here expressed both positive and negative emotions concerning her personally meaningful experiences of learning English as well as presented her identities as a second language (L2) learner and an L2 user. This study also revealed that, from a future English teacher’s viewpoint, she described in the essay some potential problems of teaching English in the classroom in response to her L2 learning experiences. Overall, the task of poetry writing was a meaningful literacy and reflective practice through which the participant was able to reconsider her L2 learning experiences and explore more effective ways to learn English as a life-long learner. In addition, she could benefit from these experiences in her role as a future language teacher.

这项定性的案例研究通过分析五首英语诗歌和一篇关于她学习目标语言经历的自我反思文章来探索日本职前教师的英语学习历史。本研究选择的方法是一种诗意的探究，研究者通过这种探究重构和分析了作者在每首诗的实际描述中所表达的主题立场。自我反思文章也进行了主题分析，以检查参与者如何看待和理解她的学习经历。研究结果表明，这里展示的诗歌表达了关于她个人有意义的英语学习经历的正面和负面情绪，并展示了她作为第二语言 (L2) 学习者和 L2 使用者的身份。这项研究还表明，从一位未来的英语教师的角度来看，她在文章中描述了在课堂上教授英语的一些潜在问题，以回应她的 L2 学习经历。总体而言，诗歌写作的任务是一种有意义的读写和反思实践，参与者能够通过它重新考虑她的 L2 学习经历，并探索作为终身学习者学习英语的更有效方法。此外，作为未来的语言教师，她可以从这些经历中受益。诗歌写作的任务是一种有意义的读写和反思实践，通过它参与者能够重新考虑她的 L2 学习经历，并探索作为终身学习者学习英语的更有效方法。此外，作为未来的语言教师，她可以从这些经历中受益。诗歌写作的任务是一种有意义的读写和反思练习，通过它参与者能够重新考虑她的 L2 学习经历，并探索作为终身学习者学习英语的更有效方法。此外，作为未来的语言教师，她可以从这些经历中受益。