Simultaneous learning of English and Spanish in China: A Q-method study on motivation

Abstract

The last fifteen years have witnessed a burgeoning interest in multilingual learning, particularly the simultaneous learning of more than one foreign language, but related research in China is limited. This paper conducted a Q-methodology investigation into a group of Chinese university students who chose to learn Spanish as their L3 in parallel with English as their L2. The results showed that Chinese students had two types of foreign-language learning motivation, namely, ‘English only’ and ‘multilingual’ motivation. Referring to the ‘L2 Motivational Self System’ proposed by Dörnyei, we argue that the ‘English only’ type was heavily influenced by their ‘ought-to L2 selves’, which repressed their motivation to learn Spanish, while ‘multilingual’ students are looking for a way towards plurilingual and multicultural competency, although most of them are yet to have clearly-defined goals. We also found that Chinese learners’ choice of L3 learning is closely related to the social status of that language in this region.