Abstract
Based on the second language (L2) Motivational Self System and complex dynamic systems theory, this study used qualitative interview and self narration to describe the dynamic development of English majors upgrading from junior colleges to undergraduates in three periods -- junior colleges, the exam preparation for upgrading from junior colleges to undergraduates and undergraduate universities. The results show that: (1) English learning motivation from junior colleges to undergraduate universities has an upward trend, but it also has fluctuations. (2) Generally speaking, in the three periods these students are mostly influenced by the ideal L2 self; ought-to L2 self plays a decisive role in the junior college period; after entering undergraduate universities, the L2 learning experience also greatly affects students’ learning motivation. (3) L2 learning motivation is dynamic and changing all the time, so there are different primary and secondary factors affecting students’ L2 learning motivation in different periods.
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Acknowledgement
This research was supported by Dr. Dehua Zha’s Humanities and Social Sciences Research Project of the Ministry of Education in China (grant number 18YJAZH003).
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Lang, J., Zha, D. (2023). A Dynamic Description of Learning Motivation of English Major Cases Upgrading from Junior Colleges to Undergraduates. In: Hong, W., Weng, Y. (eds) Computer Science and Education. ICCSE 2022. Communications in Computer and Information Science, vol 1812. Springer, Singapore. https://doi.org/10.1007/978-981-99-2446-2_36
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DOI: https://doi.org/10.1007/978-981-99-2446-2_36
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