Young Chinese Language Learners’ L2 Motivational Self System and Learning Achievement in Chinese Literacy Acquisition

Abstract

This study investigated the impact of young Chinese second language learners’ motivation on their Chinese literacy acquisition. Based on the L2 Motivational Self System (L2MSS), 188 Grade 5 ethnic minority students in Hong Kong were assessed. They completed an L2MSS questionnaire, a Chinese oral vocabulary test, and Chinese literacy measures, which covered Chinese character reading, spelling, reading comprehension, and sentence writing. Structural equation modelling results showed that the L2MSS tripartite predictors—ideal L2 self, ought-to L2 self, and learning experience—predicted the students’ intended learning effort and literacy achievement, controlling for oral vocabulary. The ought-to self had the strongest total effect on effort and achievement, while the ideal self had a substantial effect on the learning experience and indirectly contributed to effort. This study argues that young learners’ perceived social expectation significantly influenced their motivation to learn to read and write Chinese. Their identification as fluent Chinese readers and writers generated positive learning experiences that were conducive to literacy learning.