從「外語動機自我體系」（L2 Motivational Self System）以及「多語身分」（Multilingual Self）之概念出發，本研究採用質化研究方法探究語言學習之海外經驗，「多語身分」以及「跨語實踐」（translanguaging）之間的關聯。本研究的受訪者是來自澳門的兩名語言學習者 。研究者採訪了她們，並收集了她們在社交網站Instagram上的貼文加以分析。研究結果顯示， 海外經歷為學習者的「多語身分」發展提供了更多的機會。 另外，社交網站如Instagram，除了是一個學習者能夠展示其多語言使用者身分的創意空間外，也是學習者發展其「多語身分」的場域，使其不僅能夠流利的使用多種語言，更進一步成為「跨語實踐者」。

Based on the L2 Motivational Self System (L2MSS) (Dörnyei, 2009) and the concept of multilingual self (Henry, 2011; Ushioda, 2017), this qualitative study investigates the connection between learners' overseas experience, their multilingual selves, and online translanguaing practices. Two language learners from Macau were the informants of the study. They were interviewed, and their writings on the SNS, Instagram, were collected for analysis. The findings showed that firstly, overseas experience provided more opportunities for the development of learners’ L2 selves and multilingual selves. Secondly, social networking sites, such as Instagram, could be a space for learners to showcase their multilingual identities as creative language users and a platform to develop their multilingual selves not only as fluent speakers of several languages, but also as fluent translanguagers.

TABLE OF CONTENTS
摘要………………………………………………………………………………………………. i
ABSTRACT……………………………………………………………………………………...ii
ACKNOWLEDGEMENTS……………………………………………………………………iii
LIST OF TABLES ……………………………………………………………………………..vii
LIST OF FIGURES …………………………………………………………………………..viii
LIST OF EXCERPTS ………………………………………………………………………….ix

Chapter One Introduction………................................................................................................1

Chapter Two: Literature Review …………………..………………………………………..... 6
2.1 Language Learning Motivation ……………………………………………………… 6
2.1.1 Development in Researching Language Learning Motivation …................. 6
2.1.2 L2 Motivational Self System ……………………………………………… 7
2.1.3 Multilingual Motivation Self System ……………………………………... 9
2.1.4 Language Learning Experience ………………………………………….. 13
2.2 Translanguaging and Language Learning Motivation ……………………………... 17
2.2.1 What is Translanguaging? ………………………………………………... 17
2.2.2 Translanguaging as a Tool in Language Learning ………...……………... 22
2.2.3 Learners’ Multilingual Identities and Online Translanguaging Practice … 23
2.3 The Present Study ………………………………………………………………….. 26
2.4 Research Questions ………………………………………………………………… 27

Chapter 3: Method …………………………………………………………………………... 28
3.1 Research Setting …………………………………………………………………… 28
3.2 Informant Selection ………………………………………………………………… 30
3.2.1 Informant 1 ……………………………………………………………….. 31
3.2.2 Informant 2 ……………………………………………………………….. 32
3.3 Instruments and Data Collection …………………………………………………… 34
3.3.1 Interviews ………………………………………………………………… 34
3.3.1.1 The First Interview ……………………………………………... 35
3.3.1.2 The Second Interview ………………………………………….. 37
3.3.2 Instagram posts …………………………………………………………... 38
3.4 Data Analysis ……………………………………………………………………… 39

Chapter 4 Findings …………………………………………………………………………... 42
4.1 Overseas Experiences in Changing Informants’ Multilingual Selves ……….…….. 42
4.1.1 Integrativeness in Informants’ Overseas Language Learning Experiences 42
4.1.2 Studying Overseas Developed Informants’ L2 Selves From Ought-to L2 Selves to Ideal L2 Selves …………………………………………...……. 46
4.1.3 Informants’ Development of Their Multilingual Selves when Working Overseas ………………...………………………………...……………… 53
4.2 The Role of Translanguaging in Informants’ Multilingual Selves ………………… 58

Chapter 5. Discussion and Conclusion ……………………………………………………… 72
5.1 Discussion ………………………………………………………………………….. 72
5.2 Conclusion ……………………………………………………………………...….. 76
5.3 Limitations and Future Research …………………………..………………………. 77

References …………………………………………………………………...………................ 79

Appendices
Appendix A: Questions for Interview 1 ………………………………………………………... 91
Appendix B: Categories Generated from the Data ………………..…………………………… 95

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