Recent studies see motivation for learning an additional language as a complex system. This way, nothing is examined in isolation; connections among system components are valued as they become conglomerates of factors that mutually influence each other; and, motivation is investigated through interwoven relations among agents, elements and phenomena, as well as patterns of behavior and transformations. The overall goal of this study is to offer insights to become better equipped to deal with motivation under such perspective in language learning advising circunstances. Our specific objectives involve mapping motivation in action during a language advising trajectory in order to observe the influence of contextual factors on the osci-lation of the motivational process; verifying the implementation motivational strategies that follow these perceptions; as well as identifying patterns of behavior and transformations that are linked to their practice. Our theoretical framework is based on Borgatti (2008), Mariotti (2010), Osorio (2013), Capra and Luisi (2015) who clarify complex system principles; Larsen-Freeman and Cameron (2008) who foster the understanding of complex systems for applied linguists; Dörnyei and Ushioda (2011) who approach motivation as a dynamic and complex phenomenon; Mozzon-Mcpherson (2001), Carson and Mynard (2012), and Kato and Mynard (2012) who present language learning advising as support for students to learn a new language through dialogue, reflection and action in more effective and autonomous manners. We carried out a longitudinal qualitative research, employing empirical, descriptive and interpretative mo-ves. As for a qualitative research method, we chose a mixed approach of action research (THI-OLLENT, 2011) and case study (YIN, 2016). In this setting, results indicate that dealing with motivation involves exploring interpersonal relationships and experiences that favour language learning and their dynamic, patterned and connected aspects. Besides this, in our study moti-vational strategies were coconstructed and fostered collaborative network to protect motivation. The observed transformations embraced language learning advising encounters and other acti-vities experimented by the language advisor and the advisee.
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