AbstractThis degree project focuses motivation for learning English among a group of Swedish uppersecondary school students. By employing a socio-educational perspective, some vital factorsbehind a strong motivation for learning English in school are investigated through individualinterviews. Components in the past, heralding either a high level of motivation for English or a low such, are primarily focused. Moreover, essential socio-educational factors behind managing to achieve grades in English despite a low level of motivation and various impediments, such as severe socio-psychological adversities, are looked into. While motivation for English is emphasized as a critical factor, in accordance with socio-educational motivation theory, the study also stresses the importance of a positive first encounter with the English language, a satisfying English teacher-student relationship, and a sense of success in the English classroom. But above all, the study stresses a need for early tests among young students for reading disabilities, which according to this study often go undetected and thus severely impede any kind of second language learning and motivation.

The purpose of the study is to describe and research students roate into the programme, and what it means to students to follow a special secondary school course. The students attended a small specail needs teaching group based on the neuropsychiatric diagnosis of Asperger´s syndrome, which had been made during their years at school. In this connetction, the study will also clarify and analyse the interface between the organisation of a secondary school and the special needs students, from the players´persepctive where the student´attendance at school forms the basis of their education. The students already had a negative image of themselves as pupils before starting their secondary scool education and the learning environment in which they participated in secondary school. Attandance becomes another turning point in the students´statements about their time at school. The experience of being at school has changed. From their perspective- "an inner perspective"- both the courses they had taking, and the school environment, is emphasised as something positive. The fact that affiliation to the programme is positive is an ongoing feature in students´statements. Identification with friends of similar age, who have comparable experinces, above all in relation to school, is emphasised by most students as something positive. Studnets´feeling of communityis based on the knowledge that the reason why they are on programme is because they have had different problems in relation to school. For students, the environment is a type of identity- creating forum, where students with the same problems can undertake their education. The diagnosis plays a central part in how students perceive themselves in relation to school and the obstacles they face.