Objective:

This paper aims at characterizing the subjective configuration of the motivation of a Chinese student for learning Spanish as a foreign language.

Method:

Following a qualitative methodology, a critical review of viewpoints regarding foreign language learning motivation was completed. The authoress relies on the assumption of a historical cultural perspective to construct the theoretical framework, based on the subjectivity theory, and conducting a case study by selecting a bachelor of Spanish student of the International

Studies of Hebei, China.

Results:

It was possible to define seven subjective elements in the configuration of the student motivation for learning the Spanish language.

Conclusion:

The configurations of sense and subjective sense of the theory of subjectivity provides an insight of motivation that allows to apprehend in a complex and individualized manner how motivation for learning a foreign language arises.

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