This research is inserted in the area of language studies, more specifically within the field of applied linguistics (Moita Lopes, 1999, 2006, 2013), and aims to seek understandings of how learners beliefs (Kalaja and Barcelos, 2003, 2013; Barcelos, 2006, 2007) may be related to their interpretations and evaluations (Martin and Rose, 2003; Martin and White, 2005) of aspects concerning the teaching-learning process in an ESP classroom, conceived in line with the Post-method Pedagogy (Kumaravadivelu, 1994, 2001, 2003, 2006). In order to do that, a total of ten students of a pharmacy technician course at the Instituto Federal do Rio de Janeiro (IFRJ) participated in this research. The data, which include their written and oral discursive-reflexive productions, were built from the utilization of learning instruments (LI), term used in reference to our pedagogical material and defined, in the scope of this research, as a set of sequential tasks related to the use of authentic text(s) and organized in line with the scaffolding principle in order to mediate the process of knowledge construction. Therefore, although these LI do not integrate the data analysis, they act as scaffolds in the process of data construction as they provide prompts that arise from their use in our everyday classroom practice, where this investigation is carried out. The theoretical framework relates a theory of learning and a theory of language, respectively: the social construction of knowledge, according to the Sociocultural Theory (Vygotsky, 1962[1994], 1978; Donato, 2000; Pollard, 2001; Mercer and Littleton, 2007), and language as a social semiotic phenomenon, following the Systemic-functional Linguistics perspective (Halliday and Hasan, 1989; Halliday, 1994; Halliday and Matthiessen 2013). Guided by this theoretical background, as well as by the Constructivism paradigm (Lincoln and Guba, 2006; Edge and Richards, 1998) interfaced with a qualitative and interpretivist approach (Erickson, 1986), this thesis presents results that suggest that the students, resorting to the Appraisal System (Martin and Rose, 2003; Martin and White, 2005) in the domain of Attitude, and its subdomains of Affect, Judgment and Appreciation, discursively construct beliefs about teaching and learning, about language, about individual identity and about cultural identity. That is, students seem to be organizing their understandings of the teaching-learning process from four interrelated meaning axes: (i) the teaching-learning process, (ii) the language to be learned, (iii) their individual identities and (iv) sociocultural identities.