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.