Drawing on the theoretical framework that combines the theory of second language ( L2) motivational self system and international posture，this study aims to explore the relationships between the three components of the L2 motivational self system，international posture，and intended efforts to learn English． Quantitative data were collected from 1021 non-Englishmajor college freshmen and sophomores who participated in a questionnaire survey． Ｒesults of structural equation modeling show that L2 learning experience，ideal L2 self and international posture directly influenced intended efforts． L2 learning experience， ought-to L2 self，and international posture exerted direct influence on ideal L2 self，while L2 learning experience also directly affected international posture． Multi-group invariance analysis indicates that L2 learning experience had a stronger effect on intended efforts while ideal L2 self exerted smaller influence on intended efforts among the participating sophomores than among the freshmen．