In this paper we address how learner perceptions of teacher-provided resources are socially mediated. In particular, we wish to consider how efforts to promote such important learning strategies as goal-setting, monitoring, and reflection are influenced by learner knowledge and beliefs about language learning. Three important factors (catalysts, social discourses, and shared understandings) emerged from data collected via interviews with students in a Japanese university who had used the resources in question. We argue that these factors serve as foundations underlying both our student engagement with, and attitudes towards, language learning. In this paper we focus specifically on the role of social discourses, perhaps better conceptualized as beliefs. We look at how these discourses or beliefs positively and negatively influence student understandings of study, along with their learning practices. Implications for classroom practice are considered.
本論文は、教員から与えられた教材に対する学習者の認識は社会的な影響に媒介より調整されていることについて考える。本論文で取り上げられている教材を実際に使った学習者とのインタビューから得たデータの分析により、三つの重要な要因（きっかけ、社会的ディスコース、共有の理解）が明らかになった。これらの要因は学習者の外国語学習への取り組みや外国語学習に対する意識・態度の根底にあると著者らは論ずる。本論文は特に社会的ディスコースに重点を置き考察を行う。
