Motivation, Language Attitudes and Globalisation: A Hungarian Perspective
Abstract
This volume presents the results of the largest ever language attitude/motivation study, involving over 13,000 teenage language learners in Hungary surveyed in 1993, 1999 and 2004. The results are not confined to the European context but have wider implications concerning attitude change, motivational dynamics and language globalisation.
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Dörnyei, Z., & Chan, L. (2013) · Language Learning · doi:10.1111/lang.12005 · Cited by 484 · see citing works
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“…from the Japanese version of Taguchi’s (2009) questionnaire, which was designed to measure multiple dimensions of motivation (e.g., integrativeness, instrumentality, family influence, attitudes to L2 community and culture) based on the L2 Motivational Self System theory (Dörnyei et al., 2006).”
Lamb, M. (2012) · Language Learning · doi:10.1111/j.1467-9922.2012.00719.x · Cited by 394 · see citing works
Language Learning Motivation in China: Results of a Large-Scale Stratified Survey
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Self-citationLanguage learning motivation, self and identity: current theoretical perspectives
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Self-citationUshioda, E. (2017) · Modern Language Journal · doi:10.1111/modl.12413 · Cited by 254 · see citing works
Motivational Dynamics in Language Learning: Change, Stability, and Context
Waninge, F., Dörnyei, Z., & de Bot, K. (2014) · Modern Language Journal · doi:10.1111/modl.12118 · Cited by 275 · see citing works
Self-citationInternationalisation, multilingualism and English‐medium instruction
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2011) · World Englishes · doi:10.1111/j.1467-971x.2011.01718.x · Cited by 229 · see citing works
Which students benefit most from a flipped classroom approach to language learning?
Chuang, H., Weng, C., & Chen, C. (2016) · British Journal of Educational Technology · doi:10.1111/bjet.12530 · Cited by 232 · see citing works
How to Design and Analyze Surveys in Second Language Acquisition Research
Dörnyei, Z., & Csizér, K. (2011) · doi:10.1002/9781444347340.ch5 · Cited by 214 · see citing works
Self-citationThe L2 Motivational Self System and L2 Achievement: A Study of Saudi EFL Learners
Moskovsky, C., Assulaimani, T., Ratcheva, S., & Harkins, J. (2016) · Modern Language Journal · doi:10.1111/modl.12340 · Cited by 203 · see citing works
Kruk, M. (2019) · Computer Assisted Language Learning · doi:10.1080/09588221.2019.1677722 · Cited by 202 · see citing works
Language Learner Motivational Types: A Cluster Analysis Study
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All Shades of Every Color: An Overview of Early Teaching and Learning of Foreign Languages
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“…regard to the impact of English, its hegemonic position as the main lingua franca is related to students’ lack of motivation to learn other foreign languages (Dörnyei et al., 2006; Henry, 2011) both at the macro (Europe/Asia/America) and micro (Hungary/ Spain/Canada/Mexico/United States) levels.”
BackgroundThe L2 Motivational Self System
Csizér, K. (2019) · Springer eBooks · doi:10.1007/978-3-030-28380-3_4 · Cited by 165 · see citing works
Self-citationHouse, J., & Kádár, D. Z. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108954587 · Cited by 170 · see citing works
Why autonomy? Insights from motivation theory and research
Ushioda, E. (2011) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2011.577536 · Cited by 161 · see citing works
CLIL and motivation: the effect of individual and contextual variables
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014) · Language Learning Journal · doi:10.1080/09571736.2014.889508 · Cited by 157 · see citing works
A Longitudinal Study on the Impact of CLIL on Affective Factors
Lasagabaster, D., & Doiz, A. (2015) · Applied Linguistics · doi:10.1093/applin/amv059 · Cited by 155 · see citing works
“…styles and Downloaded from https://academic.oup.com/applij/article-abstract/38/5/688/2952208/A-Longitudinal-Study-on-the-Impact-of-CLIL-on by UNIVERSIDAD DEL PAIS VASCO user on 16 October 2017 information that are part of the global culture’ (Arnett 2002: 777, in Dörnyei et al. 2006: 92).”
BackgroundMethodResultInfluential‘British is professional, American is urban’: attitudes towards English reference accents in Spain
Carrie, E. (2016) · International Journal of Applied Linguistics · doi:10.1111/ijal.12139 · Cited by 148 · see citing works
Learner Attitudes, Perceptions, and Beliefs in Language Learning
Wesely, P. M. (2012) · Foreign Language Annals · doi:10.1111/j.1944-9720.2012.01181.x · Cited by 143 · see citing works
The effects of Second Life on the motivation of undergraduate students learning a foreign language
Wehner, A. K., Gump, A., & Downey, S. (2011) · Computer Assisted Language Learning · doi:10.1080/09588221.2010.551757 · Cited by 142 · see citing works
Sixty Years of Language Motivation Research
Al‐Hoorie, A. H. (2017) · SAGE Open · doi:10.1177/2158244017701976 · Cited by 141 · see citing works
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An Investigation Into Second Language Aptitude for Advanced Chinese Language Learning
Winke, P. M. (2013) · Modern Language Journal · doi:10.1111/j.1540-4781.2013.01428.x · Cited by 136 · see citing works
The impact of CLIL on affective factors and vocabulary learning
Aizpurua, A. H., & Lasagabaster, D. (2014) · Language Teaching Research · doi:10.1177/1362168814541736 · Cited by 135 · see citing works
“…‘L2 Motivational Self System’, which emerged when the gender factor was added to compare the CLIL and non-CLIL groups, confirming previous studies that suggest that gender may be a factor in FLL (Dörnyei et al., 2006; Henry, 2009; Oxford, 1994) and, as a consequence, should be taken into account.”
ResultPawlak, M., Zarrinabadi, N., & Kruk, M. (2022) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2022.2091579 · Cited by 133 · see citing works
“…apart from L2 ought-JOURNAL to self and L2 learning experience, constitutes a key component of this system, admittedly the most fundamental one (Dörnyei, Csizér, and Németh 2006), concentrates on students ’ goal-orientation that is driven by the need to achieve success in L2 learning (Taguchi,…”
Klapwijk, N. M., & van der Walt, C. (2016) · Journal of Language Identity & Education · doi:10.1080/15348458.2015.1137475 · Cited by 125 · see citing works
“However, the aim of the questionnaire in this study was to investigate issues about languages spoken in one country, whereas Dörnyei et al. (2006) focused on the effect of multiple European languages on Hungarian students’ language use (also see Limitations of the Study).”
BackgroundHenry, A. (2010) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434630903471439 · Cited by 122 · see citing works
Exploring Motivational Profiles Through Language Learning Narratives
Thompson, A. S., & Vásquez, C. (2015) · The Modern Language Journal · doi:10.1111/modl.12187 · Cited by 117 · see citing works
Gender differences in compulsory school pupils’ L2 self-concepts: A longitudinal study
Henry, A. (2009) · System · doi:10.1016/j.system.2008.11.003 · Cited by 113 · see citing works
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Dynamics of selves and motivation: a cross‐sectional study in the EFL context of Iran
Papi, M., & Teimouri, Y. (2012) · International Journal of Applied Linguistics · doi:10.1111/j.1473-4192.2012.00312.x · Cited by 113 · see citing works
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Self-citationThe relationship between motivation, gender, L1 and possible selves in English-medium instruction
Lasagabaster, D. (2015) · International Journal of Multilingualism · doi:10.1080/14790718.2015.1105806 · Cited by 104 · see citing works
“…Motivational Self System has been tested in mainly monolingual education contexts in which English represents the L2 such as Hungary (Dörnyei, 2010; Dörnyei et al., 2006), China, Japan and Iran (Ryan, 2009; Taguchi et al., 2009), the present study was undertaken in an officially bilingual context…”
BackgroundResultInfluentialUsing authentic materials in the foreign language classrooms: Teachers’ perspectives in EFL classes
Akbari, O., & Razavi, A. (2015) · International Journal of Research Studies in Education · doi:10.5861/ijrse.2015.1189 · Cited by 103 · see citing works
Zheng, Y., Lu, X., & Ren, W. (2020) · Modern Language Journal · doi:10.1111/modl.12672 · Cited by 105 · see citing works
Motivation, Gender, and Possible Selves
Henry, A., & Cliffordson, C. (2013) · Language Learning · doi:10.1111/lang.12009 · Cited by 99 · see citing works
Second language motivation research 2010–2019: a synthetic exploration
Mahmoodi, M. H., & Yousefi, M. (2021) · Language Learning Journal · doi:10.1080/09571736.2020.1869809 · Cited by 103 · see citing works
Trends in Language Acquisition Research
Abbot‐Smith, K. (2013) · Trends in language acquisition research · doi:10.1075/tilar · Cited by 98 · see citing works
The language-learning self, self-enhancement activities, and self perceptual change
Sampson, R. (2012) · Language Teaching Research · doi:10.1177/1362168812436898 · Cited by 98 · see citing works
Korean elementary school students’ English learning demotivation: a comparative survey study
Kim, T.-Y. (2011) · Asia Pacific Education Review · doi:10.1007/s12564-010-9113-1 · Cited by 80 · see citing works
Csizér, K., & Kormos, J. (2008) · Journal of Multilingual and Multicultural Development · doi:10.2167/jmmd557.0 · Cited by 75 · see citing works
Self-citationIdeal self and ought-to self of simultaneous learners of multiple foreign languages
Siridetkoon, P., & Dewaele, J. (2017) · International Journal of Multilingualism · doi:10.1080/14790718.2017.1293063 · Cited by 73 · see citing works
Henry, A., Korp, H., Sundqvist, P., & Thorsén, C. (2017) · TESOL Quarterly · doi:10.1002/tesq.394 · Cited by 75 · see citing works
Kormos, J., & Csizér, K. (2007) · System · doi:10.1016/j.system.2006.10.010 · Cited by 73 · see citing works
Self-citationOperationalizing multilingualism: language learning motivation in Turkey
Thompson, A. S., & Erdil-Moody, Z. (2014) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2014.985631 · Cited by 72 · see citing works
“The ideal L2 self-component of the L2MSS has been found to have the strongest impact on L2 achievement (Dörnyei, Csizér, and Németh 2006) and is influenced by Gardner’s (1985) integrative motivation with the idea to ‘validate the reinterpretation of integrativeness as the ideal L2 self’ (Dörnyei…”
BackgroundKim, T.-Y. (2010) · Asia Pacific Education Review · doi:10.1007/s12564-010-9071-7 · Cited by 72 · see citing works
Student challenges and learning strategies at Hong Kong EMI universities
Pun, J., & Jin, X. (2021) · PLoS ONE · doi:10.1371/journal.pone.0251564 · Cited by 71 · see citing works
“Despite the significance of L1 support in EMI, an L2-only academic setting remains to be favoured by most stakeholders, such as teachers and students [29,41].”
BackgroundSafdari, S. (2019) · Language Teaching Research · doi:10.1177/1362168819846597 · Cited by 70 · see citing works
“Rather than linking L2 learners’ motivation to integrating into an L2 community, Dörnyei et al. (2006) concluded that a more fundamental process within the self-concept of individual learners must be at work.”
BackgroundWang, H., Wang, Y., & Li, S. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1098916 · Cited by 79 · see citing works
The language learning experiences of students with dyslexia: lessons from an interview study
Kormos, J., Csizér, K., & Sárkadi, A. I. (2009) · Innovation in Language Learning and Teaching · doi:10.1080/17501220802638306 · Cited by 65 · see citing works
Self-citationCai, S., & Zhu, W. (2012) · Foreign Language Annals · doi:10.1111/j.1944-9720.2012.01204.x · Cited by 61 · see citing works
Motivation and ELT: Global Issues and Local Concerns
Ushioda, E. (2013) · Palgrave Macmillan UK eBooks · doi:10.1057/9781137000873_1 · Cited by 60 · see citing works
Kormos, J., Csizér, K., & Iwaniec, J. (2013) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2013.847940 · Cited by 59 · see citing works
Self-citationGlobal Englishes Language Teaching
Rose, H., & Galloway, N. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316678343.002 · Cited by 57 · see citing works
Urban vs. rural CLIL: an analysis of input-related variables, motivation and language attainment
Alejo-González, R., & Píriz, A. M. P. (2016) · Language Culture and Curriculum · doi:10.1080/07908318.2016.1154068 · Cited by 53 · see citing works
“The statements were designed to incorporate most of the theoretical constructs on motivation elaborated by the previous research in EFL contexts (Dörnyei, 2001; Dörnyei et al., 2006).”
BackgroundMethodInfluentialEvaluating the motivational impact of CALL systems: current practices and future directions
Bodnar, S., Catia Cucchiarini, A., Strik, H., & van Hout, R. W. N. M. (2014) · Computer Assisted Language Learning · doi:10.1080/09588221.2014.927365 · Cited by 55 · see citing works
An Investigation of Motivation to Transfer Second Language Learning
JAMES, M. A. (2012) · Modern Language Journal · doi:10.1111/j.1540-4781.2012.01281.x · Cited by 50 · see citing works
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“On a related note, L2 motivation profiles also need to be conceptualized in relation to immediate situational factors in the classroom, such as the teacher, the course, other people in the class, and the room itself (Dörnyei et al., 2006).”
BackgroundResultInfluentialMotivation of Young Learners of Foreign Languages
Djigunović, J. M., & Nikolov, M. (2019) · Springer eBooks · doi:10.1007/978-3-030-28380-3_25 · Cited by 49 · see citing works
Wei, X., & Xu, Q. (2021) · Foreign Language Annals · doi:10.1111/flan.12595 · Cited by 52 · see citing works
The Written Questionnaire in Social Dialectology
Dollinger, S. (2015) · Impact · doi:10.1075/impact.40 · Cited by 49 · see citing works
Shanghai pupils’ motivation towards learning English and the perceived influence of important others
Kyriacou, C., & Zhu, D. (2008) · Educational Studies · doi:10.1080/03055690701811099 · Cited by 49 · see citing works
“Research on foreign language learning motivation has increased markedly over the past 20 years (Dornyei 2001; Dornyei, Csizer, and Nemeth 2006; Kyriacou 2005; Ushioda 2006).”
BackgroundOakes, L., & Howard, M. (2019) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2019.1642847 · Cited by 51 · see citing works
“In the original Hungarian studies that led to the development of the L2MSS, Dörnyei and his associates developed this critique further, extending it to the learning of other FLs (see Dörnyei, Csizér, and Németh 2006).”
InfluentialInvestigating the effect of using game-based learning on EFL learners' motivation and anxiety
Ahmed, A. A. A., Ampry, E. S., Komariah, A., Hassan, I., Thahir, I., Hussein Ali, M., Fawzi Faisal, A., & Zafarani, P. (2022) · Education Research International · doi:10.1155/2022/6503139 · Cited by 46 · see citing works
Language learning motivation and gender: The case of Poland
Iwaniec, J. (2019) · International Journal of Applied Linguistics · doi:10.1111/ijal.12251 · Cited by 47 · see citing works
English as a Medium of Instruction in Indonesian Higher Education: A Study of Lecturers’ Perceptions
Dewi, A. S. (2017) · Multilingual education · doi:10.1007/978-3-319-51976-0_13 · Cited by 44 · see citing works
Exploring the Development of ‘Interest’ in Learning English as a Foreign/Second Language
Tin, T. B. (2013) · RELC Journal · doi:10.1177/0033688213488388 · Cited by 42 · see citing works
Researching L2 Motivation: Past, Present and Future
Ushioda, E. (2019) · Springer eBooks · doi:10.1007/978-3-030-28380-3_32 · Cited by 43 · see citing works
Huang, S.-C. (2008) · Social Behavior and Personality An International Journal · doi:10.2224/sbp.2008.36.4.529 · Cited by 42 · see citing works
Te Rita Papesch: case study of an exemplary learner of Māori as an additional language
Rātima, M. T., & Papesch, T. R. (2013) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2013.806431 · Cited by 41 · see citing works
“It is important to note that Te Rita began life with a positive view of Māori people, something that is considered essential to the integrative motivation for language learning (Dornyei, Csizér, and Németh 2006; Gardner 1960).”
BackgroundGao, Y. (2014) · Language and Intercultural Communication · doi:10.1080/14708477.2013.866124 · Cited by 42 · see citing works
Abdullah, M. Y., Hussin, S., & Ismail, K. (2019) · Education and Information Technologies · doi:10.1007/s10639-019-09911-5 · Cited by 40 · see citing works
Gonzales, R. D. (2010) · SSRN Electronic Journal · doi:10.2139/ssrn.2746312 · Cited by 40 · see citing works
Individual Learner Differences and Young Learners’ Performance on L2 Speaking Tests
Djigunović, J. M. (2015) · Educational linguistics · doi:10.1007/978-3-319-22422-0_10 · Cited by 39 · see citing works
Bilingual idiosyncratic dimensions of language attitudes
Santello, M. (2013) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2013.864253 · Cited by 39 · see citing works
Nikolov, M., & Csapó, B. (2010) · International Journal of Bilingualism · doi:10.1177/1367006910367854 · Cited by 39 · see citing works
Kormos, J., & Csizér, K. (2010) · International Journal of Applied Linguistics · doi:10.1111/j.1473-4192.2009.00247.x · Cited by 38 · see citing works
Self-citationContinuity or a fresh start? A case study of motivation in MFL at transition, KS2–3
Bolster, A. (2009) · Language Learning Journal · doi:10.1080/09571730902928102 · Cited by 38 · see citing works
The effects of parental education level and school location on language learning motivation
Iwaniec, J. (2018) · Language Learning Journal · doi:10.1080/09571736.2017.1422137 · Cited by 39 · see citing works
The contribution of CLIL to learners’ international orientation and EFL confidence
Goris, J., Denessen, E. J. P. G., & Verhoeven, L. T. W. (2017) · Language Learning Journal · doi:10.1080/09571736.2016.1275034 · Cited by 37 · see citing works
A Framework for Young EFL Learners’ Diagnostic Assessment: ‘Can Do Statements’ and Task Types
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Promoting Young Children’s Interest in Learning English in EFL Context: The Role of Mothers
Choi, N., Kang, S.-J., Cho, H.-J., et al. (2019) · Education Sciences · doi:10.3390/educsci9010046 · Cited by 34 · see citing works
“Recently, however, integrative motivation has been expanded to learners who are motivated to acquire English as an international language and be integrated into the global community [11].”
BackgroundEthnolinguistic Vitality, Identity and Power: Investment in SLA
Clément, R., & Norton, B. (2020) · Journal of Language and Social Psychology · doi:10.1177/0261927x20966734 · Cited by 38 · see citing works
“Edwards’ (1992, 2010) integrative reviews of attempts at devising taxonomies of relevant factors includes numerous early formulations such as Ferguson’s (1962), Haugen’s (1972), Kloss’ (1967), and Stewart’s (1962). His own contribution compiles three objects (speaker, language, site) and 11 perspectives (such as demog…”
BackgroundInfluentialMcKenzie, R. M. (2008) · Japan Forum · doi:10.1080/09555800802047525 · Cited by 33 · see citing works
“The global spread of English during the course of the last fifty years has been rapid and unprecedented (Crystal 2003: 29–71; Dornyei et al. 2006: 6–9; Seidlhofer 2004: 209–10).”
BackgroundT/V pronouns in global communication practices: The case of IKEA catalogues across linguacultures
House, J., & Kádár, D. Z. (2020) · Journal of Pragmatics · doi:10.1016/j.pragma.2020.03.001 · Cited by 32 · see citing works
Earls, C. W. (2015) · International Journal of Applied Linguistics · doi:10.1111/ijal.12114 · Cited by 31 · see citing works
Hoti, A. U. H., Heinzmann, S., Müller, M., et al. (2010) · International Journal of Multilingualism · doi:10.1080/14790718.2010.527006 · Cited by 31 · see citing works
“These items too, draw on previous instruments used by Dörnyei et al. (2006), Gardner (1985) and Stöckli (2004).”
MethodIdeal L2 Self as a Predictor of Intercultural Communicative Competence
Öz, H. (2015) · The Anthropologist · doi:10.1080/09720073.2015.11891637 · Cited by 31 · see citing works
“People tend to learn English increasingly as a “self-evident part of education” (Dornyei et al. 2006).”
BackgroundKavani, R., & Amjadiparvar, A. (2018) · Cogent Education · doi:10.1080/2331186x.2018.1556196 · Cited by 31 · see citing works
The role of language attitudes and ideologies in minority language learning motivation
Rosiak, K. (2022) · European Journal of Applied Linguistics · doi:10.1515/eujal-2021-0018 · Cited by 30 · see citing works
Language Learning beyond English
Lanvers, U. (2024) · Cambridge University Press eBooks · doi:10.1017/9781009388795 · Cited by 30 · see citing works
Reasons for demotivation across years of study: voices from Iranian English major students
Hassaskhah, J., Zafarghandi, A. M., & Fazeli, M. (2014) · Educational Psychology · doi:10.1080/01443410.2014.893557 · Cited by 30 · see citing works
Chambers, G. N. (2018) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2018.1424172 · Cited by 29 · see citing works
Weger, H. (2013) · RELC Journal · doi:10.1177/0033688212473272 · Cited by 30 · see citing works
- Authors
- Dörnyei, Z., Csizér, K., & Németh, N.
- Venue
- Multilingual Matters eBooks
- Publisher
- Multilingual Matters
- Published
- 2006-12-31
- OpenAlex
- W3159718606
- Cited by
- 437
- References
- 0
- Citations by year
- 2026: 10 · 2025: 20 · 2024: 30 · 2023: 39 · 2022: 40 · 2021: 46 · 2020: 28 · 2019: 36 · 2018: 22 · 2017: 18 · 2016: 21 · 2015: 35 · 2014: 15 · 2013: 18 · 2012: 21
- FWCI
- 5.07
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Multilingual Matters eBooks (publishedVersion)
- Topics
- Social Sciences › Linguistics and Language › Linguistic and Sociocultural Studies
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Keywords
- language attitudes, language learning motivation, attitude change, motivation dynamics
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