Dynamic L3 Selves: A Longitudinal Study of Five University L3 Learners' Motivational Trajectories in China

Autor/inn/en	Wang, Tianyi; Liu, Yongcan
Titel	Dynamic L3 Selves: A Longitudinal Study of Five University L3 Learners' Motivational Trajectories in China
Quelle	In: Language Learning Journal, 48 (2020) 2, S.201-212 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2017.1375549
Schlagwörter	Longitudinal Studies; Self Concept; Individual Differences; Student Motivation; Learning Processes; Case Studies; German; Multilingualism; Second Language Learning; Second Language Instruction; Foreign Countries; Learning Experience; Student Attitudes; College Students; Learning Motivation; Profiles; China + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstkonzept; Individueller Unterschied; Schulische Motivation; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Deutscher; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Lernerfahrung; Schülerverhalten; Collegestudent; Motivation for studies; Lernmotivation; Charakterisierung; Profilanalyse
Abstract	The motivation to learn a third language (L3) has received increasing attention in research, especially with regard to how it evolves dynamically during the learning process. Underpinned by the L2 Motivational Self System [Dörnyei, Z. 2005. "The Psychology of the Language Learner: Individual Differences in Second Language Acquisition." Mahwah, NJ: Lawrence Erlbaum], this paper reports on a longitudinal case study which explored learners' L3 motivational dynamics. It focused specifically on the developmental trajectories of these learners' ideal/ought-to L3 selves and the formation of such trajectories in relation to their language experiences. Three rounds of semi-structured interviews were conducted with five L3 learners of German at one Chinese university over two years. The data revealed that learners' L3 motivation fluctuated during the learning process. Whereas learners' ideal L3 selves displayed a clear upward trajectory in the first year and an observable decline at the later stage, their ought-to L3 selves became weaker in general over the two years. Moreover, learners' L3-related learning experiences were found to have contributed to the dynamics of their future L3 selves. Implications are discussed which point to the importance of assisting language learners to construct their ideal/ought-to selves and to increase their L3 motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01