Abstract
The present research explored L2 motivation, demographic variables and Chinese proficiency among adult learners of Chinese as a second language. A total of 83 international students studying in a Chinese university in Beijing answered the 54-item L2MSS questionnaire and a Demographic Questionnaire. Analyses of the data revealed the following findings: a) the L2MSS scales were significantly highly related to one another and highly reliable, b) ideal L2 self was significantly correlated with gender and the number of foreign languages learned (NFLL); integrativeness was significantly positively related to NFLL, c) the whole sample, as well as male and female participants, scored high on all L2MSS scales and had (great) motivation to study Chinese, d) female respondents held significantly more favorable perceptions of their ideal selves than their male peers, and e) L2SSM had no predictive effect or interactive effect with demographic variables on the students’ Chinese proficiency. Nevertheless, length of stay in China and gender proved to be powerful positive predictors for the latter. Evidently, the L2MSS scales are important dimensions of L2 motivation and closely related to second/foreign language learning. Understandably, it is necessary to continuously explore, understand and enhance students’ L2 motivation.
Highlights
With a history of more than 50 years, research on second language (L2) motivation, an important factor in education at all levels, has been continuously developed and enriched both theoretically and empirically
Along with the development of theories on L2 motivation, a plethora of empirical studies on learners with diverse backgrounds in various second/foreign language (SL/FL) situations has been conducted (Csizér & Dörnyei, 2005; Csizér & Luka'cs, 2010; Dörnyei & Al-Hoorie, 2017; Gardner, 1985; Liu, 2017, 2019) that pinpoint the important role of motivation in SL/FL learning
Coupled with high reliability scores, this suggested that all eight components are important dimensions of L2 motivation and play important roles in SL/FL learning (Dörnyei, 2005, 2009b)
Summary
With a history of more than 50 years, research on second language (L2) motivation, an important factor in education at all levels, has been continuously developed and enriched both theoretically and empirically. Along with the development of theories on L2 motivation, a plethora of empirical studies on learners with diverse backgrounds in various second/foreign language (SL/FL) situations has been conducted (Csizér & Dörnyei, 2005; Csizér & Luka'cs, 2010; Dörnyei & Al-Hoorie, 2017; Gardner, 1985; Liu, 2017, 2019) that pinpoint the important role of motivation in SL/FL learning This interest in L2 motivation has never faded, and has surged, as revealed in Boo, Dörnyei, and Ryan’s (2015) review of publications on L2 motivation from 2005 to 2014.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
