Motivation of ideal Chinese L2 self and global competence

This article probes the motivation of ideal L2 self and perceptions of global competence of Chinese language learners taking high-level Chinese courses to fulfill degree requirements at a university on the East Coast of the United States. The results show that the students envision an ideal L2 self with high speaking fluency, which they believe can develop their intercultural communication skills and promote their future careers. It was also found that integrative motivation, in the past found predominant among second language learners, is also a prominent form of motivation for foreign language learners in the 21st century. The study provides evidence that the students’ perceptions of global competence still need to improve, but that learning Chinese has contributed to the development of their global competence. The study demonstrates that motivation of ideal L2 self and global competence complement each other. Informed by the results, the researcher suggests some pedagogical implications about maintaining learner motivation, developing learners’ intercultural communication competence and perceptions of global competence, and encouraging students to take higher-level language courses.

本研究调查美国东岸一所大学汉语学习者的学习动机和全球能力观。为了满足学位要求，受试者须获得一定数量的外语课学分；受试者参加问卷调查时正在学习高级别的汉语课。结果显示，为了促进未来事业的发展，受试者的学习动机是实现一个具备流利口头表达能力和跨文化交流能力的理想汉语自我。结果也显示，在二十一世纪全球化时代，融入型动机即使在外语语境中也表现为主要的学习动机。研究证明，学习者的全球能力观有待进一步完善；但是，学习汉语促进了学习者全球能力的提高。研究还证明，“理想二语自我动机”和全球能力二者相互促进。根据研究结果，作者针对保持学生的学习动机、提高学生的跨文化交流能力和对全球观的认知、以及如何促进更多学生学习高级别汉语课程，提出了相关教学建议。