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Researches on L2 motivation have traditionally exhibited a monolingual bias. However, the concept of a multilingual motivational system has gradually gained attention in recent studies. This study examines the multilingual motivation types and components among 50 students majoring in dual foreign languages in China. To explore diverse motivation types and cross-linguistic differences in multilingual motivations, Q methodology, which shares features of both qualitative and quantitative research approaches, was employed. Retrospective interviews were also conducted after data analysis to gain a more profound understanding. The students' shared viewpoints were identified through multiple inverted factor analysis, which were further verified by the interview results. Findings indicate that, within the framework of the L2 Motivation Self System, the multilingual self serves as the initial motivation for students choosing dual language majors. Notably, the ought-to language self is more significant than the ideal language self. Additionally, students majoring in different L3 exhibit distinct types of multilingual motivation. The study has some pedagogical importance of incorporating translanguaging backgrounds into teaching strategies and offers specific recommendations for language teachers working with students majoring in dual foreign languages in China.
Wang et al. (Tue,) studied this question.