L2 Self of Beginning‐Level Heritage and Nonheritage Postsecondary Learners of Chinese

Abstract

Abstract Dörnyei (2005) proposed the second language (L2) motivational self system in response to the need to develop the socioeducational model. This motivational theory has not been examined in language learners other than those studying English. This study, through investigating Chinese heritage and nonheritage language learners, found that the theory can be extended to motivation studies of Chinese learners and suggests the application to other language students. The findings demonstrate that the perspective of L2 self provides new insights into the motivation of foreign language learners and the heritage and nonheritage learner comparison. Finally, the study provides pedagogical implications corresponding to the findings.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 40 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.