This study focused on the formative processes of the learner's agency in the classrooms of the literature. From the results of quantitative research carried out by Miyamoto (2000), it was found that learner's responses partially influenced on the collective's and a teacher's evaluation, and also that renounce the responses of the first reading and try to restructure reaction as admitted by the teacher and the other learners. However, the exact procedures of how the learner's response in those studies remained unclear. This study sought to further clarify these procedures, and also tried to determine what kind of factors affect when learners made readings. In cnclusion, when the learners made readings, they are concious of the various relationships in the classrooms. Then, it becomes a problem by what agency constitued in the scene which builds reading, and how learners try to concern the study. The learners have more than one agency. By how the learners recognize a scene, the difference what agency constituent is found occurs. And it causes learners to be actualized the different learnings
