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Learner identity has been recognized as significant for second or foreign language learning in the recent decades. By employing Bamberg et al.'s (2011) framework of three identity dilemmas and Norton's identity theory of SLA (Norton, 2000, 2010) as the theoretical foundation, this study investigates how learners' identities transformed, and how they were related to learners' English learning trajectories by tracing a group of first-year English majors in a key university in China for one year.doi:10.4236/ojml.2014.42029 fatcat:hdgasbpakzgnrcb623lmm6otpi