1 Introduction

The importance of cultivating multilingual composite talents in non foreign language majors was discussed, emphasizing the crucial role of learning motivation in foreign language education policies and learning outcomes. It is pointed out that current research mostly focuses on English learners, and research on motivation for non English language learning has not received sufficient attention in China. This study aims to investigate the motivational characteristics and intensity of students learning German as a second language in the context of the reform of public foreign language teaching in universities, as well as the impact of university teaching reform measures on students' motivation.

2 Literature Review

This article introduces the mainstream theoretical framework of foreign language learning motivation research, the L2 Motivation Self System (L2MSS), which includes three elements: ideal L2 self, expected L2 self, and L2 learning experience. The L2MSS theory has openness and helps to explore the mechanism of motivational factors in different educational backgrounds and socio-cultural environments through deconstruction operations. Foreign language teaching is influenced by multiple macro, meso, and micro factors, and research on foreign language learning motivation needs to be conducted within the framework of the foreign language education ecosystem. In recent years, there have been studies exploring the impact of macro social factors on foreign language learning motivation, but the main role at the meso level has not been given sufficient attention. English has a negative impact on the motivation to learn other foreign languages, but learners' identification with multiculturalism and multilingual integration can also stimulate learning motivation. Regarding the learning motivation of German language learners in Chinese universities, domestic scholars have conducted some exploration and found that "interest in Germany" is the biggest motivation, while external factors such as family and school reputation have weakened their influence. German language learners are driven by their learning experiences and give German high instrumental value, but their cultural interest is lower than that of learners of other languages. This study aims to investigate the motivation of college students to voluntarily learn German, and analyze the factors that affect motivation from three levels: micro, meso, and macro. The goal is to gain a more comprehensive understanding of LOTE learning motivation and provide reference and inspiration for the reform of public foreign language teaching in universities.

3 Research Design

Introduced the research design, including the research subjects, methods, and tools. The research subjects are 98 non German major undergraduate students from a certain "Double First Class" university. The study adopts a mixed method, including questionnaires, interviews, and policy text analysis. The questionnaire refers to Taguchi et al.'s (2009) motivation questionnaire, which includes 38 items and uses the Likert five point scale to measure variables such as ideal second language self and expected second language self. The questionnaire has high reliability and was distributed in November 2019, receiving 98 valid responses. The interview was conducted in January 2020, with a total of 12 students participating, using a semi-structured interview and thematic analysis method. The policy text analysis focuses on examining the German language curriculum and communication with Germany in schools, and analyzing the impact based on questionnaire and interview content.

4 Research Results and Discussion

The research findings and discussion section reveal the characteristics and intensity of motivation in college German language learning. Descriptive statistical analysis shows that the most prominent learning motivation for students is their learning experience, followed by the motivation for improvement tools, while the mean of second language self should be the lowest. Linear regression analysis shows that learning experience and motivation for improvement tools have a significant positive predictive effect on the level of learning effort. The interview data supplemented the questionnaire results, showing that positive learning experiences are a key factor in maintaining learning motivation, involving aspects such as educational arrangements and teaching quality. Students have a recognition of the instrumental value of German language, especially in employment and study abroad, but their interest in German culture is not high. Students have low expectations for their German proficiency and maintain a calm attitude towards their grades. Learning German is more driven by independent choice rather than external pressure. Micro, meso, and macro level factors collectively affect learning motivation, with school policies and curriculum settings playing an important role, such as the centralized strengthening of German language courses and the education system of "foreign language+major+culture". In the socio-cultural environment, the dominant position of English has an impact on German language learning, but the German resources provided by schools weaken this influence, prompting students to incorporate German language learning into their personal development plans.

5 Conclusion

This study is based on the framework of the second language motivation self system theory, investigating the learning motivation of public German language learners in Chinese universities, analyzing influencing factors, and aiming to provide empirical support for the cultivation of compound talents in non foreign language majors in universities. Research has found that good learning experiences and motivation for enhancing tools are the main driving forces. The triggering and maintenance of learning behavior is the result of the interaction between an individual's intrinsic motivation, external educational planning, and socio-cultural factors. Universities can guide and regulate individual action orientation through measures such as planning layout, resource allocation, and institutional construction, which can affect the effectiveness of policy implementation. The planning of public foreign language teaching at the school level, the connection between language learning and professional learning, and international cultural exchange resources play an important role in foreign language learning. The ecosystem of "foreign language+major+culture" at the meso level can weaken the negative impact of the dominant position of English on LOTE learning. The research sample size is small, and the conclusions cannot be simply applied. However, it has implications for the planning of foreign language education in universities and the cultivation of compound multilingual talents in non foreign language majors under the background of multilingual education reform. Schools should plan comprehensively based on their educational characteristics, emphasizing the integration of language and majors, as well as the fusion of language and culture. The reform of multilingual education needs to clarify the connotations and relationships between "precision" and "proficiency" among languages, in order to avoid resource competition. In the future, longitudinal research can be conducted to track changes in students' learning motivation and examine the effectiveness of reform measures. Accurately grasping the multiple factors that affect language learning motivation, timely correcting and re evaluating adverse effects, is a key step in the reform of public foreign language teaching in universities.