Second language (L2) motivation has been a topic which receives intensive attention. However, the peer effect on L2 motivation is insufficiently researched, although it is considered a crucial factor which may significantly mediate learners’ L2 motivation. Hence, the current study adopted Dörnyei’s L2 Motivational Self System (L2MSS) as a theoretical framework and investigated in which specific aspects peers might affect the learners’ L2 motivation and whether such effect was long-lasting. The research was designed as a small-scale qualitative study which was located in a language-focused experimental class project in China. Ten participants were recruited and individual interviews were conducted. The results demonstrated that, first, peers could remarkably influence the L2 motivation possessed by the students in the experimental class since they tended to create a clearer ideal L2 self and a more powerful ought-to L2 self. Second, although they had both positive and negative views towards the curriculum, a motivated peer climate could alleviate the pressure caused by the curriculum and reinforce positive attitudes. Third, such peer effect was not long-lasting. Based on the research results, pedagogical implications were proposed in terms of establishing a positive peer group and adjusting the emphasis of the curriculum.

эффект сверстников;идеальное L2-себя;должное L2-себя