Target learners the first target learner

The second target learner -Jamshid. Jamshid is 19 year-old uzbek student at University, who did not achieve in native speaker degree in English in spite of 7 years of learning process. His nationality is uzbek and according to his race he is an Asian. He is muslim. He is a boy and according to his religion he has more opportunity to study than girls. He is an introvert, shy and less self-asteem boy. He brought up in an Uzbek family. In his family both his father and mother use only Uzbek language to communicate. Moreover, to communicate with his friends he uses only Uzbek language in his social life. He was uzbek and all around him were uzbek too. He lived in the village and he had no opportunity to study in high level of conditions. In the fifth grade at school, he began to learn English from the school textbook. He attended primary school in his village. But, he could not reach any positive movement in his level of target language due to the limited time and high amount of students in the class.
Darvin and Norton (2021) state that '' learners are often supposed to possess binary characteristics, for instance introverted or extroverted, inhibited or uninhibited, motivated or unmotivated ''. As a proof of this, personally, he was an introvert and unmotivated person. Consequently, he did not demonstrate his knowledge to his teacher. He was very shy and could not answer any questions given by the teacher. He really wanted to work abroad and live high conditions of life, he tried to do his best learning the target language, but mostly as to his lack of knowledge in English he felt insecure about his English and did not feel free during the lessons. He had high affective filter at that time. Because he did not know English well comparing to his classmates. He always worried about making mistakes and was demotivated to participate in language learning activities. He had high levels of anxiety and stress during the English lessons. He could not feel safe and comfortable in the learning environment. High effective filter impacted his learning process to get lower results rather than other learners in the class. But in his school life he was in the same race among his friends and this helped him not to be criticized during his studies. He had a high investment during his studies, because he was not racist, sexist, elitist or anti-immigrant, however, he had no motivation to study ( Norton and Toohey, 2011). As it is seen the views of previous researchers motivation and investment do not always affect to each other.
In order to get high results in English language he began to attend the courses which were organized by tutors. Initially, in the tutorials he increased his knowledge on English grammar and enrich his vocabulary by GTM. Over couple of years he had enough information about the grammar, phonology, syntax, morphology and pronunciation by learning them explicitly. After a long procedure he achieved medium level of English in listening, reading, writing and speaking, which was enough for simple communications. After graduating the school he passed the exams and entered the university. Fortunately, his efforts and hard work to learn English have paid off. However he did not know English in advanced level. He really wanted to be a proficient in the target language. In his studies at the University he met with the teacher who is from America and underwent authentic speeches from him . He learned English by conversing with native speaker and exchanged his ideas using target language. After two years of period , with his American teacher, Jamshid got accuracy in English, but he did not achieve fluency, because his input in English, his background knowledge, was not enough due to his primary social environment.