L2 learner’s motivation has been found to undergo changes with internal and external influences. The present study attempts to explore motivation changes of three first-year junior high school students who just started secondary school and were trying to deal with changes in the new environment. By drawing on L2 motivational self system as the conceptual framework, the study used the interview and class observation to investigate the participant’s Ideal L2 Self and Ought-to L2 Self changes and the internalization from Ought-to L2 Self to Ideal L2 Self.
The findings indicate that in the first semester of junior high school, the Ought-to L2 Self of three participants becomes stronger and their Ideal L2 Self undergoes different development, either emerging and developing or showing insignificant changes. This difference is related to varying degrees of internalization of Ought-to L2 Self. The study further proposes an internalization model, identifying key stages of the internalization from Ought-to L2 Self to Ideal L2 Self. The learner firstly needs to move from Ought-to L2 self/other to the Ought-to L2 Self/own stage, where they attach personal importance to English learning. This step triggers the whole internalization process and maximize the effectiveness of the following learning Efforts. In such condition, the learner is more likely to make progress in English learning and increase interests in English. These stages increase the chance of the learner’s emerging Ideal L2 Self. The findings carry practical implications for Chinese English teachers to facilitate the internalization of Ought-to L2 self into Ideal L2 Self.
 

Ideal L2 Self, Ought-to L2 Self, internalization, transition