Chinese Language Learner Motivation: Vision, Socialization and Progression

Echoing Dörnyei and his colleagues’ conceptual discussion of the “L2 Motivational Self System” (Dörnyei 2005, 2009; Muir & Dörnyei, 2013), this paper introduces case studies that examine how vision relates to the long-term motivation of learners of Chinese. The findings indicate: first, the social roles learners expect to play and visualize could affect their learning behaviors and what they consider as motivating learning experiences. Second, it is through meaningful socialization that learners construct and reinforce their motivation to learn. Last, learners’ vision is closely connected with socialization and sense of progression. With a well-established learning mechanism (vision, socialization and progression), learners constantly adjust their expectations, visualize the successful second culture (C2) selves, monitor their own progress, and evaluate their assumptions by interacting with native speakers of the target culture.