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Drawing on longitudinal data from the perspective of Complex Dynamic Systems Theory, I portray how L2 language socialization is promoted by an L2 user's agency borne out of his Ideal L2 self. This paper first showcases a decade-long longitudinal OPI (Oral Proficiency Interview) data set elicited from an L2 Japanese user who speaks Korean as his L1, focusing on the process of affective adverb acquisition observed through transformations in his speech style. Then, employing the Trajectory Equifinality Approach (TEA), I examine holistically how changes in the use of affective adverbs reflects the L2 user's language socialization by visualizing his language environment and language awareness chronically, including his own reflections through retrospective interviews. [ABSTRACT FROM AUTHOR]

This paper presents the findings from a study that examines the motivations of adult Australians of non-Italian origin to learn Italian in continuing education contexts in Sydney. The study embraces a view of motivation as a multifaceted phenomenon that is produced in a social environment through the interaction between the second language learners and the context in which they operate. The findings reveal that in the Australian multicultural context, the motivation to learn Italian is influenced by a process of negotiation of identity, triggered by both the presence of a well-established Italian migrant community, and the exposure to Italian cultural elements. Thus, the 'investment' of students in learning Italian may be generated by the desire to acquire some forms of symbolic capital rather than material resources, as in the case of other more 'global' languages (e.g., English). The willingness to invest in the acquisition of elements of symbolic capital indicates learners' desire to achieve goals related to self-growth and identity development, which in turn generates greater gains in wellbeing. Interviews with the participants also reveal that intrinsic factors, such as affiliation (with the target language speaking community, as well as with the community of learners in Sydney), and self-realization (correspondence with the ideal self-image of a competent language speaker), are key motivators for this group of students. The desire to belong to a community, of either speakers of Italian or like-minded people involved in the same learning trajectory, highlights the importance of cultivating meaningful relationships to increase individuals' wellbeing and to nurture a sense of attachment and affiliation. [ABSTRACT FROM AUTHOR]

For the last ten years, language learning motivation research has focussed on how learners see knowledge of a language as part of their identity. This article presents the findings of a qualitative interview study that investigated whether personal growth is also a strong element in the motivation of Australian university students to learn German. After first outlining the theoretical framework in which the study is situated and describing the research design and method, the article will present the main findings and argue that personal growth as well as a desire to broaden one's horizons are strong motives for Australian students of German. The article concludes by discussing the findings and their implications. [ABSTRACT FROM AUTHOR]