The Contribution of Linguistic Distance to L3 Learning Motivation: A Cross-L2 Comparison of University English as a Foreign Language Learners

In this study, we respond to calls for more research on the motivation to learn a third language (L3), especially regarding how this motivation is influenced by linguistic distance in various second language (L2) contexts. We employed a comparative and mixed-method design to investigate whether L3 learners with a “longer L2–L3 linguistic distance” show significantly different L3 motivational constructs compared with L3 learners with a “shorter L2–L3 linguistic distance”. We recruited sixty university students majoring in English who were enrolled under same program curriculum in China, with half of them selecting French as their L3 and with the other half selecting Japanese. The French L3 group was labeled “shorter L2–L3 linguistic distance”, and the Japanese L3 group was labeled “longer L2–L3 linguistic distance”. We recruited learners from the same Chinese university to complete a Taguchi-based questionnaire on the L3 motivational system. The quantitative results revealed that the ideal L3 self, the ought-to L3 self, family influence and instrumentality promotion were significantly different between these two L3 groups. Qualitative results based on follow-up interviews with four participants showed that shorter L2–L3 linguistic distance contributed to higher instrumentality promotion, and family influence tended to be driven by practical concerns. These findings demonstrate how cross-linguistic factors may impact multilingual learners’ motivation and insights, which may be also of assistance to L3 acquisition and pedagogy.