ABSTRACT
Reaching an advanced level in a foreign language is a complex journey, especially when we consider it as an extended cross-cultural space beyond language proficiency. This chapter explores the construction of advanced-level Chinese learners’ motivation, particularly how the process of negotiating a Third Space and establishing domain expertise contributes to learner motivation at an advanced level. The chapter consists of three sections. The first section theoretically discusses literatures and authors’ understanding of concepts such as vision, domain expertise and Third Space. The second section introduces and analyzes a master’s program that focuses on training advanced-level Chinese learners to perform professionally in Chinese workplaces. The last section introduces empirical data to discuss motivating learning experiences from learners’ perspectives.
Through theoretical discussion, curriculum analysis and investigation of the Chinese learning journey at different stages, the chapter argues that establishing domain expertise and achieving common goals with the Chinese counterparts through negotiating a Third Space helps advanced-level learners sustain their learning motivation.
