Despite the extensive research on second language learning motivation, very little research has been conducted with Chinese learning motivation and the focus of the research has been limited mainly to identifying types of motivation. Considering the popularity of Chinese as a second language and the lack of research on Chinese learning motivation, the study aims to illustrate the process of motivational changes in learning Chinese from the sociocultual perspective. The data were collected from the researcher’s own autobiographic diary written while she was learning Chinese. Using the framework of an Activity Theory, the data were analyzed to find factors affecting the participant’s motivatonal changes. The findings indicate that the participant’s motivation was affected by dynamic interaction of mediational tools, relationships within the community, and different roles of the learner. The findings imply that the level of motivation is affected by how the learner resolves the tensions among those factors to move forward to the goal of becoming a multilingual speaker. The study may provide a methodological insight into L2 motivation research by analyzing and describing a longitudinal Chinese learning experience from a first-person point of view.

“Action-oriented Approach (AA)” as a new teaching method has taken an important role in teaching and learning of French Education during past 10 years. However, even though the new teaching method is very welcome for educators, now it is the time that we have to consider whether the key principle and fundamental notion of this approach is suitable for our language education environments and is theoretically appropriate for education. For that, it is necessary that we have to carefully examine this “Action-oriented Approach” from two points of views. First of all, from the angle of foreign language education, we need to verify whether this new approach could be appropriately applied in teaching and learning of Korean foreign language education or not. Secondly, from a societal perspective, we need to examine how this method, considering language education as everyday life itself, can handle some critical perspectives in the point of “status in quo” of “AA”. It has been criticized that language education as everyday life itself can make learners in everyday life to unconsciously acquire maintaining the ‘status quo’ during actions such as “educational inequality”. It is expected that this kind of examination will suggest us an improved way of “AA” for more effective and appropriate practice of French Education, and will give us an opportunity to think about the better way of teaching and learning model by “AA” in Korea.