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Th is qualitative study aims to identify language learners’ motivations for studying Japanese by comparing these with motivations for learning or using additional languages. Th irteen students from an Australian university participated in the study, all of whom were learning Japanese as a second language (L2) and were also learners or users of additional languages. Utilising Dornyei’s (2005) L2 Motivational Self System and the concept of ‘domains of possible selves’ (Unemori et al. 2004), this study investigates the language selfimages (L2 selves) associated with Japanese, and contrasts them with the L2 selves associated with participants’ additional languages. Further, it explores the formation of L2 selves and the relationships between diff erent L2 selves within a learner. Previous studies in this area have emphasised the negative impacts of the ideal English L2 self on motivations for learning subsequent languages. However, this study indicates that multiple ideal L2 selves can coexist without competition if each language has a fi rm link to a diff erent domain (i.e., Interpersonal, Extracurricular, Career, Education) in a learner’s future self-image. Th e results of this study can be used to inform the practice of Japanese language teachers in multilingual contexts.

Motivations for Learning Japanese and Additional Languages: A Study for L2 Self-Image across Multiple Languages