The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
‘Why do you learn English?’ ‘Because the teacher is short.’ A study of Hungarian children’s foreign language learning motivation
Abstract
This article looks at the attitudes and motivation of Hungarian children between the ages of 6 and 14: why they think they study a foreign language, how they relate to school subjects and what classroom activities they like and dislike. The long-term study was conducted in the ethnographic tradition where the teacher, syllabus designer and researcher was the author, and the inquiry was prompted by classroom needs. Three groups of children were involved for eight years each during the years of 1977-85, 1985-93 and 1987-95 in Pécs, Hungary. The first part of the article considers the literature on motivation from the perspective of child foreign language learning, whereas the second part looks into how the findings of the Pécs study may contribute towards a better understanding of the effects of specific pedagogic procedures on motivation.
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Longitudinal studies of L2 learner motivation reinforced the view that teachers and teaching could play a central role in its development.
“Longitudinal studies of L2 learner motivation (e.g. Chambers 1999, Nikolov 1999) reinforced the view that teachers and teaching could play a central role in its development.”
From The motivational dimension of language teaching (2017) · cites this paper as Nikolov 1999
Citations
Cites
Conceptualizing Motivation in Foreign‐Language Learning*
Dörnyei, Z. (1990) · Language Learning · doi:10.1111/j.1467-1770.1990.tb00954.x · Cited by 849
Flagged first, then by citations
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Cited by
Sorted by citations
The motivational dimension of language teaching
Lamb, M. (2017) · Language Teaching · doi:10.1017/s0261444817000088 · Cited by 361
The L2 motivational self system: A meta-analysis
Al-Hoorie, A. H. (2018) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.2018.8.4.2 · Cited by 351
A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings
Pladevall-Ballester, E. (2019) · Language Teaching Research · doi:10.1177/1362168818765877 · Cited by 129
“Motivation has also been shown to decrease with age across primary school (MacIntyre, Baker, Clément & Donovan, 2002; Nikolov, 1999), once learners cognitively develop and have a more realistic image of what FL learning involves and what they can achieve (Nikolov & Mihaljevic Djigunovic, 2011).”
Background
Metadata
- Authors
- Nikolov, M.
- Affiliations
- Janus Pannonius University,
- Corresponding author
- Nikolov, Marianne
- ORCID
- Nikolov, Marianne
- Venue
- Language Teaching Research
- Publisher
- SAGE Publications
- Published
- 1999-01
- Volume
- 3
- Issue
- 1
- Pages
- 33-56
- ISSN
- 1362-1688 (ISSN-L)
- 1477-0954
- OpenAlex
- W2165521033
- Cited by
- 274
- References
- 1
- Citations by year
- 2026: 30 · 2025: 5 · 2024: 6 · 2023: 25 · 2022: 12 · 2021: 48 · 2020: 11 · 2019: 10 · 2018: 13 · 2017: 14 · 2016: 7 · 2015: 11 · 2014: 13 · 2013: 8 · 2012: 12
- FWCI
- 11.85
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Teaching Research (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Keywords
- foreign language learning motivation, children's attitudes toward school, English as a foreign language, Hungarian children, classroom activities, Pécs
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