Exploring the Process of L2 Demotivation: Cases From Year-One Junior High School EFL Learners in China

Abstract

The present study explores the interplay between L2 selves and language learning experiences to understand L2 demotivation processes. This paper reports qualitative exploration of L2 demotivation among three year-one junior high school Chinese EFL learners. It uses the L2 Motivational Self System (L2MSS) as a theoretical framework but adds the dimension of the actual L2 self. Classroom observations, stimulated recall interviews, and semi-structured interviews were applied over one academic year to explore how learners experienced L2 demotivation in three different instructional contexts. Qualitative analysis indicated that the participants became demotivated in L2 learning, primarily affected by their interpretation of competence-related learning experiences. These experiences challenged their thinking of whether they could achieve their ought-to and ideal L2 selves, thereby shaping the L2 (de)motivation process. The findings highlight the importance of understanding how participants interpret their classroom learning experiences and how such interpretations shape their L2 selves and motivation. This study offers insights into how teaching and learning factors work together to cause L2 demotivation and provides pedagogical suggestions on overcoming the consequences of L2 demotivation in Chinese EFL classrooms and beyond.

摘要

本研究旨在探討第二語言自我和語言學習經驗之間的相互作用，以了解第二語言學習動機減退的過程。我們以三位缺乏二語學習動機的中國初一英語學習者為對象進行了質性探討。研究採用二語動機自我系統 (L2MSS) 作為理論框架，但增加了實際二語自我的維度。通過一個學年的時間，我們運用課堂觀察、刺激回憶訪談和半結構化訪談，探索學習者在三種不同的教學環境中如何經歷二語動機減退。定性分析表明，參與者在第二語言學習中變得缺乏動力，這主要是受到他們對與能力相關的學習經驗的理解所理解之對與能力相關之學習經驗的的影響。這些經驗讓他們思考自己能否實現自己應該做的和理想的二語自我，進而形成二語 (去) 動機的過程。研究結果強調理解參與者如何詮釋他們的課堂學習經驗以及這種詮釋如何塑造他們的第二語言自我和動機的重要性。這項研究深入探討了教學和學習因素如何共同導致二語學習動機下降，並提供了教學建議以應對中國英語課堂及其他環境中二語學習動機減退的情況。

Appendix

Table 2 Observation scheme