Motivation Changes Of Chinese EFL Learners During The Transition From Primary School To Secondary School:from Ought-to L2 Self To Ideal L2 Self

Since 1960s,motivation has been considered as a crucial factor in L2 learning achievement.Since L2 learning is a long-term process requiring L2 learner's considerable investment of time and energy,the learner's motivation is susceptible to changes in response to internal and external influences.The present study attempts to explore motivation changes of three first-year junior high school students who just started secondary school and were trying to deal with changes in the new environment.By drawing on L2 motivational self system as the conceptual framework of motivation,the study used the interview and class observation to investigate the participant's Ideal L2 Self and Ought-to L2 Self changes and the internalization process from Ought-to L2 Self to Ideal L2 Self.The findings indicate that in the first semester of junior high school,the Ought-to L2 Self of three participants becomes stronger and their Ideal L2 Self undergoes different development,either emerging and developing or showing insignificant changes,which is related to varying degrees of internalization of Ought-to L2 Self.The study further proposes an internalization model,identifying key stages of the internalization of the learner's Ought-to L2 Self into Ideal L2 Self.The learner firstly needs to move from Ought-to L2 self/other into the Ought-to L2 Self/own stage,by attaching personal importance to English learning.This step is crucial for the internalization.One the one hand,it generates the whole internalization process.When the learner diverts attention from satisfying others' needs to considering his own interests,he is more likely to develop Ideal L2 Self;on the other hand,it helps to maximize the effectiveness of learner's effort,by increasing the chance of more systematic and enduring efforts.When engaged in English learning,the learner is likely to make progress in English learning,which boosts self-efficacy and stimulates interests in English.Previous stages increase the chance of the learner's emerging Ideal L2 Self.The findings carry practical implications for Chinese English teachers to facilitate the internalization process of Ought-to L2 self into Ideal L2 Self during the transition.