The theoretical paradigms of second language (L2) learning motivation developed over the past 25 years have been largely based on the study of English as a target language, which raises the question as to whether they are equally applicable to the understanding of the motivation to learn languages other than English (LOTEs). It is suggested in this article that current conceptualizations of L2 motivation display certain subtle characteristics that may not do full justice to the understanding of the motivation underlying LOTEs, either by downplaying certain important features or by providing an insufficiently nuanced representation of areas where the motivation to learn English and LOTEs diverges. The discussion addresses five such aspects: (a) the confounding interaction of English- and LOTE-related self-images, (b) the individualistic focus of the ideal L2 self, (c) the different nature/role of the ought-to self associated with languages with substantial versus marginal social support, (d) the different nature of goals in the learning of English and LOTEs, and (e) the differing role of unconscious motives in the study of English and LOTEs.