The graph shows the percentage of my time spent on activities on one day. It appears that almost 40% of time was spent on work. And a minority of time was spent on taking a rest. Nearly as much time was spent on school and others as on rest, include studying and exercising with about 29%. However, traffic was certainly the activity that took the least time, it about 6%.

Methodology
This section explains the methodology employed to collect ethnographic data from Japanese learners of English studying in Japan during the academic year 1997–1998. The purpose of the study is to provide hypothesis-generating data for future research on interactions between and among learner subjectivity, attitudes and motivation, and pragmatic development.

Summary:
This is about the method of collecting data from Japanese learners of English during 1997-1998 and the purpose is to provide theory for future research.

Abstract of reaearch:
Anecdotal reports from classroom language teachers suggest that students’ professed positive attitudes towards learning English and their language-related behaviors often do not match. Many claim “interest” in the language and, when pushed to explain, the learners tend to state that “it is necessary” to study English for their future careers or for study abroad. Very few seem to be motivated to acculturate to the target language culture or norms of communication. These reports motivated my decision to look into the attitudes of EFL learners in the form of a study of individual differences, specifically, one which focuses on the relationship among attitudes, learner self-identity, and willingness to accommodate to L2 pragmatic norms. This paper reports on evidence of the extent Japanese EFL learners seek to adopt L2 communicative norms. The descriptive account explores learners’ self-reports on attitudes towards the target language, subjective reactions to L2 pragmatic norms, and motivations towards accommodating to those norms. While the level of resistance to acquiring proficiency in the use of L2 pragmatic norms is not strong, the learners’ accounts indicate their efforts to establish a L2 self-identity compatible with their own individual goals.acquiring proficiency in the use of L2 pragmatic norms is not strong.
Paraphrase:

According to reports classroom language teachers suggest that often do not match between students’ professed positive attitudes of learning English and their language-related behaviors. When the learners are pushed to explain interest in language, they used to declare that it is needed to study English for their future plan. It seems very few learners are motivated to absorb and assimilate the culture of the target language or the way they communicate. I decide to explore the attitudes of EFL learners in the form of a study of individual differences which relay on the relationship between viewpoint, learner' self-identify, and eagerness to accommodate to L2 pragmatic norms because of these reports. This research focused on evidence of the extent Japanese EFL learners look for adopt L2 communicative norms. Learners'self-reports of attitudes for the target language, subjective reactions to L2 pragmatic norms, and motivations towards accommodating to those norms were described. The learners’ accounts show their efforts to found a L2 self-identify compatible with their future goals while the level of resistance to.

The acceptance of learning english

Learning english is so popular these day, especially in Asian country. All of us have a goal which can explain how is the accepted level of learning English. According to those motivation who desires to learning english, motivation can be dividedinto three levels:

The frist level is people learning second language for examination or working demand. When they need to use, they will come back to learn it again. But in other time they even didn't touch any second language. This kind of person make the second language an instrument.

The second level is someone who are interested in language. For example, a lot of people have the thought that the tone and voice of French is so wonderful, therefore, they like to learn second language because of intrinsic motivation.

The last level is the highest level. In this level people learning second language because of their interest in getting to know about the culture of people who use the language. They want to know more and get more knowledge of everything about the country, for example, like history, human' life, technology, even the art. As a result, they may become learner who learn most in these three levels.

No matter what kind of learner, both of their goal is to speak French well. Whether their motivation is good or bad, we must be know that learning english is more important than before

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