Exploring Demotivating Factors at Different Stages of Learning Chinese as a Second Language: A Case Study of European Adult Learners

Abstract

Demotivation has emerged as a significant issue in second language learning, leading learners to pause, slow down, or even abandon their studies. In L2 Chinese education, numerous empirical studies have focused on motivating factors, but few have explored demotivation, particularly among informal adult learners. Despite that their motivational changes could offer valuable insights into language education, this group has not received sufficient attention from researchers. Drawing on Van den Branden’s (2022) integrated language learning motivation model, this study reports a qualitative analysis of demotivating factors based on interviews with three European adult Chinese learners at primary, intermediate, and advanced levels. The findings reveal that dominant demotivating factors varied across different stages of learning, and the impact of co-existing demotivating factors shifted throughout the process. Demotivating factors emerged intensively in the stage when L2 Chinese learners mastered the basics and began applying the language in real-life contexts. When these negative factors were not addressed in a timely manner, they significantly diminished motivation; conversely, timely intervention mitigated their impact. The study also found that demotivating factors often originate from the negative development of motivating factors, with negative perceptions of success and value being the most influential. However, these factors do not necessarily lead to demotivation or abandonment of learning. Finally, a revised multi-level language learning motivation model is proposed, positioning demotivation and motivation on a continuum.