1 Introduction

This section discusses the importance of reforming public foreign language education in Chinese universities and emphasizes the necessity of cultivating multilingual and interdisciplinary talents among non-foreign language majors. The Ministry of Education requires enhancing college students' proficiency in second and third foreign languages to develop internationally competitive talents who are "expert in one language and proficient in multiple" or "specialized in one field and versatile in others." Learning motivation is crucial for learning behavior, enthusiasm, and outcomes, yet existing research predominantly focuses on English learners, with insufficient attention paid to motivation for learning non-English languages. Chinese LOTE (Languages Other Than English) learners exhibit high sensitivity to learning contexts, necessitating a comprehensive and interconnected perspective to explore individual differences. Against the backdrop of public foreign language education reform, this study examines the motivational characteristics and intensity of students learning German as a second foreign language in pilot universities, focusing on whether institutional reforms are perceived and recognized by students to promote multilingual learning.

2 Literature Review

This section introduces the dominant theoretical framework in foreign language learning motivation research, the "L2 Motivational Self System" (L2MSS), which comprises three components: the ideal L2 self, the ought-to L2 self, and L2 learning experience. The L2MSS theory is open-ended, and its deconstructive approach helps explore the mechanisms of motivational factors across different educational and sociocultural contexts. Foreign language teaching is influenced by macro-, meso-, and micro-level factors, necessitating that motivation research be conducted within the framework of a foreign language education ecosystem. Recent studies have explored the impact of macro-level social factors on foreign language learning motivation, but the role of meso-level actors has been underemphasized. While English negatively influences motivation for learning other foreign languages, learners' identification with multiculturalism and multilingual integration can also foster motivation. Domestic scholars have investigated the motivation of Chinese university students learning German, finding that "interest in Germany" is the primary driver, while external factors like family and school prestige have diminished influence. German learners are driven by learning experiences and attribute high instrumental value to German, though their cultural interest is lower compared to learners of other languages. This study aims to investigate the voluntary motivation of university students learning German, analyzing influencing factors at the micro, meso, and macro levels to provide a comprehensive understanding of LOTE learning motivation and insights for public foreign language education reform.

3 Research Design

This section outlines the research design, including participants, methods, and tools. The participants were 98 non-German major undergraduates from a "Double First-Class" university. A mixed-methods approach was employed, combining questionnaires, interviews, and policy document analysis. The questionnaire, adapted from Taguchi et al. (2009), consisted of 38 items on a 5-point Likert scale measuring variables such as the ideal L2 self and ought-to L2 self. The questionnaire demonstrated high reliability and was distributed in November 2019, yielding 98 valid responses. Interviews were conducted in January 2020 with 12 students, and thematic analysis was used to code the interview content. Policy document analysis focused on the university's German course offerings and exchange programs with Germany, combined with questionnaire and interview data to assess their impact on student motivation.

4 Results and Discussion

This chapter reveals the characteristics and intensity of university students' motivation for learning German. Descriptive statistical analysis shows that the most prominent motivation is learning experience, followed by promotional instrumental motivation, while the ought-to L2 self has the lowest mean score. Linear regression analysis indicates that learning experience and promotional instrumental motivation significantly and positively predict learning effort, jointly explaining 32% of the variance. Interview data supplement the questionnaire results, revealing that students' positive evaluations of German learning experiences encompass various aspects, including curriculum design and teaching quality. Positive learning experiences foster enthusiasm and enhance learning enjoyment. Students acknowledge German's instrumental value for employment, study abroad, broadening horizons, and self-challenge but show limited interest in German culture or communities. Most students express a desire to master German but have no plans to relocate to Germany, with minimal aspiration for German lifestyles. Their ideal L2 self is framed within short-to-medium-term academic goals, often described in terms of standardized test performance. Students exhibit strong autonomy in learning German, maintaining a relaxed attitude toward grades rather than conforming to external expectations or peer pressure. Micro-level classroom factors, meso-level institutional factors, and macro-level societal factors collectively influence students' motivation. Key factors include the intensive German course design, the university's "language + major + culture" foreign language education ecosystem, and the dominant status of English in the sociocultural environment. The university's German education ecosystem ensures effective meso-level language acquisition planning, positively guiding and motivating individual learners.

5 Conclusion

Based on the L2 Motivational Self System theory, this study investigates the motivation of Chinese university students learning public German and analyzes influencing factors to provide empirical support for cultivating interdisciplinary non-foreign language majors. The findings indicate that positive learning experiences and promotional instrumental motivation are the primary drivers. Learning behavior is shaped by the interplay of individual intrinsic motivation, institutional educational planning, and sociocultural factors. Universities can guide individual action orientations and influence policy implementation through strategic planning, resource allocation, and institutional mechanisms. At the meso level, public foreign language education planning, the integration of language and major studies, and international cultural exchange resources are critical for motivating students. The "language + major + culture" ecosystem can mitigate the negative impact of English on learning other languages. While the small sample size limits generalizability, the study offers insights for foreign language education planning and talent cultivation in the context of multilingual education reform. Institutions should align planning with their unique strengths, emphasizing the integration of language, majors, and culture while clarifying the relationship between "expertise" and "proficiency" across languages to avoid resource competition. Future research could adopt longitudinal approaches to track motivational changes and assess reform outcomes. Accurately identifying the multifaceted factors influencing language learning motivation and promptly addressing adverse effects are pivotal for university-level foreign language education planning and nationwide public foreign language education reform.