L2 Motivation and Identity in Chinese Students Learning a Second Language

This literature review explores the evolving landscape of L2 motivation, emphasizing the interplay between motivation and identity among Chinese students studying a second language. From Gardner to Dörnyei, the review traces theoretical developments, highlighting the significance of ideal and ought-to selves within the L2 Motivational Self System (L2MSS). Integrating empirical findings, it reveals how Confucian-influenced societal norms shape Chinese students’ motivations, particularly in English versus Languages Other Than English (LOTE) contexts. Given the large numbers of Chinese students learning languages abroad and in China, the review emphasizes the need for further research into the dynamic relationship between identity and motivation in multilingual environments, with Chinese learners as a focal point.