Given the significance of multilingualism in modern society, the motivation to learn a third language (L3) has received increasing attention in research, especially with regard to how it evolves dynamically during the learning process. Underpinned by the L2 Motivational Self System (Dörnyei 2005), this paper presents a longitudinal case study which explored learners' L3 motivational dynamics. It specifically focused on the developmental trajectories of these learners' ideal/ought-to L3 selves and the formation of such trajectories in relation to their actual language experiences. Three rounds of semi-structured interviews were conducted with five L3 learners at one Chinese university over two academic years. The data revealed that learners' L3 motivation fluctuated during the learning process. Whereas learners' ideal L3 selves displayed a clear upward trajectory in the first year but showed an observable decline at the later stage, their ought-to L3 selves became gradually weaker over the course of two years of learning. Additionally, learners' L3-related learning experiences were found to be the main factors that contributed to the dynamics of their future L3 selves. Implications are discussed which point to how language educators can assist learners to construct their 2 ideal/ought-to selves and increase their L3 motivation in the long run.

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While interest in the learning of a language other than English (LOTE) has increased, research on how to foster learners’ motivation towards learning a LOTE is still scarce. With a specific focus on learners’ ideal LOTE and multilingual selves, this article reports on an intervention study which employed near peer role model (NPRM) to construct Chinese undergraduates’ LOTE learning motivation. The research aim was to explore the role of the near peer role modeling in nurturing the development of the LOTE-related facets of learners’ ideal selves. Open questionnaires, interviews and written journals were used to collect data at one Chinese university over the course of one academic term. Findings provide context-dependent evidence that the presentation of NPRMs in class may strengthen both of learners’ ideal LOTE and their multilingual selves, mainly because it demonstrates approachable examples which manifest the value of learning a LOTE in a particular social context. With the help of the NPRMs, learners may not only alleviate their ambiguity about the availability of LOTE-using opportunities in their situated contexts but also deepen their understanding of how ‘being multilingual’ could benefit their future development. Pedagogical implications emphasize the effectiveness of near peer role modeling in developing learners’ self-identification with being a LOTE user or a multilingual in the future.

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