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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
Self-citationGlobal Englishes for Language Teaching
Rose, H., & Galloway, N. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316678343 · Cited by 569
Kormos, J., & Csizér, K. (2008) · Language Learning · doi:10.1111/j.1467-9922.2008.00443.x · Cited by 495
Self-citationSaito, K., Dewaele, J., Abe, M., & In’nami, Y. (2018) · Language Learning · doi:10.1111/lang.12297 · Cited by 486
“…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
Language Learning Motivation in China: Results of a Large-Scale Stratified Survey
You, C., & Dörnyei, Z. (2014) · Applied Linguistics · doi:10.1093/applin/amu046 · Cited by 363
Self-citationLanguage learning motivation, self and identity: current theoretical perspectives
Ushioda, E. (2011) · Computer Assisted Language Learning · doi:10.1080/09588221.2010.538701 · Cited by 348
DÖRNYEI, Z., & AL‐HOORIE, A. H. (2017) · The Modern Language Journal · doi:10.1111/modl.12408 · Cited by 318
Self-citationUshioda, E. (2017) · Modern Language Journal · doi:10.1111/modl.12413 · Cited by 305
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 315
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
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 253
How to Design and Analyze Surveys in Second Language Acquisition Research
Dörnyei, Z., & Csizér, K. (2011) · doi:10.1002/9781444347340.ch5 · Cited by 214
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
Kruk, M. (2019) · Computer Assisted Language Learning · doi:10.1080/09588221.2019.1677722 · Cited by 202
Language Learner Motivational Types: A Cluster Analysis Study
Papi, M., & Teimouri, Y. (2014) · Language Learning · doi:10.1111/lang.12065 · Cited by 209
All Shades of Every Color: An Overview of Early Teaching and Learning of Foreign Languages
Nikolov, M., & Djigunović, J. M. (2011) · Annual Review of Applied Linguistics · doi:10.1017/s0267190511000183 · Cited by 181
Lasagabaster, D. (2017) · Modern Language Journal · doi:10.1111/modl.12414 · Cited by 188
“…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 186
Self-citationHouse, J., & Kádár, D. Z. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108954587 · Cited by 182
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
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
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 183
“…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
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
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
Sixty Years of Language Motivation Research
Al‐Hoorie, A. H. (2017) · SAGE Open · doi:10.1177/2158244017701976 · Cited by 208
Busse, V. (2017) · Modern Language Journal · doi:10.1111/modl.12415 · Cited by 170
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 148
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 155
“…‘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 137
“…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
“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 136
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
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
Kim, T.-Y. (2009) · Multilingual Matters eBooks · doi:10.21832/9781847691293-015 · Cited by 115
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
Csizér, K., Kormos, J., & Sárkadi, A. I. (2010) · Modern Language Journal · doi:10.1111/j.1540-4781.2010.01054.x · Cited by 123
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
“…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 129
Zheng, Y., Lu, X., & Ren, W. (2020) · Modern Language Journal · doi:10.1111/modl.12672 · Cited by 114
Motivation, Gender, and Possible Selves
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Second language motivation research 2010–2019: a synthetic exploration
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Trends in Language Acquisition Research
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The language-learning self, self-enhancement activities, and self perceptual change
Sampson, R. (2012) · Language Teaching Research · doi:10.1177/1362168812436898 · Cited by 98
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 85
Csizér, K., & Kormos, J. (2008) · Journal of Multilingual and Multicultural Development · doi:10.2167/jmmd557.0 · Cited by 75
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 85
Henry, A., Korp, H., Sundqvist, P., & Thorsén, C. (2017) · TESOL Quarterly · doi:10.1002/tesq.394 · Cited by 96
Kormos, J., & Csizér, K. (2007) · System · doi:10.1016/j.system.2006.10.010 · Cited by 73
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
“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 78
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
“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
“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 84
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 76
Self-citationCai, S., & Zhu, W. (2012) · Foreign Language Annals · doi:10.1111/j.1944-9720.2012.01204.x · Cited by 65
Motivation and ELT: Global Issues and Local Concerns
Ushioda, E. (2013) · Palgrave Macmillan UK eBooks · doi:10.1057/9781137000873_1 · Cited by 60
Kormos, J., Csizér, K., & Iwaniec, J. (2013) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2013.847940 · Cited by 59
Self-citationGlobal Englishes Language Teaching
Rose, H., & Galloway, N. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316678343.002 · Cited by 57
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 61
“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 66
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 57
Saito, K., Dewaele, J., & Hanzawa, K. (2017) · Language and Speech · doi:10.1177/0023830916687793 · Cited by 49
“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
Wei, X., & Xu, Q. (2021) · Foreign Language Annals · doi:10.1111/flan.12595 · Cited by 52
The Written Questionnaire in Social Dialectology
Dollinger, S. (2015) · Impact · doi:10.1075/impact.40 · Cited by 49
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
“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 58
“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
Language learning motivation and gender: The case of Poland
Iwaniec, J. (2019) · International Journal of Applied Linguistics · doi:10.1111/ijal.12251 · Cited by 51
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
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
Researching L2 Motivation: Past, Present and Future
Ushioda, E. (2019) · Springer eBooks · doi:10.1007/978-3-030-28380-3_32 · Cited by 51
Huang, S.-C. (2008) · Social Behavior and Personality An International Journal · doi:10.2224/sbp.2008.36.4.529 · Cited by 42
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
“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
Abdullah, M. Y., Hussin, S., & Ismail, K. (2019) · Education and Information Technologies · doi:10.1007/s10639-019-09911-5 · Cited by 51
Gonzales, R. D. (2010) · SSRN Electronic Journal · doi:10.2139/ssrn.2746312 · Cited by 43
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
Bilingual idiosyncratic dimensions of language attitudes
Santello, M. (2013) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2013.864253 · Cited by 41
Nikolov, M., & Csapó, B. (2010) · International Journal of Bilingualism · doi:10.1177/1367006910367854 · Cited by 39
Kormos, J., & Csizér, K. (2010) · International Journal of Applied Linguistics · doi:10.1111/j.1473-4192.2009.00247.x · Cited by 48
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 42
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
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
A Framework for Young EFL Learners’ Diagnostic Assessment: ‘Can Do Statements’ and Task Types
Nikolov, M. (2015) · Educational linguistics · doi:10.1007/978-3-319-22422-0_4 · Cited by 35
Promoting Young Children’s Interest in Learning English in EFL Context: The Role of Mothers
Choi, N., Kang, S.-J., Cho, H.-J., & Sheo, J. (2019) · Education Sciences · doi:10.3390/educsci9010046 · Cited by 42
“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 43
“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
“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
Earls, C. W. (2015) · International Journal of Applied Linguistics · doi:10.1111/ijal.12114 · Cited by 31
Hoti, A. H., Heinzmann, S., Müller, M., de Oliveira, M. C., Wicki, W., & Werlen, E. (2010) · International Journal of Multilingualism · doi:10.1080/14790718.2010.527006 · Cited by 36
“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 32
“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
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 43
Language Learning beyond English
Lanvers, U. (2024) · Cambridge University Press eBooks · doi:10.1017/9781009388795 · Cited by 31
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
Chambers, G. N. (2018) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2018.1424172 · Cited by 29
Weger, H. (2013) · RELC Journal · doi:10.1177/0033688212473272 · Cited by 30
Metadata
- 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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