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L2 Self of Beginning‐Level Heritage and Nonheritage Postsecondary Learners of Chinese
Author(s) -
Xie Yan
Publication year - 2014
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/flan.12074
Subject(s) - heritage language , perspective (graphical) , psychology , foreign language , second language , mathematics education , language proficiency , linguistics , second language acquisition , pedagogy , computer science , philosophy , artificial intelligence
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.