Cited by 437Linguistic and Sociocultural StudiesEFL/ESL Teaching and LearningMultilingual Education and Policy

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Motivation, Language Attitudes and Globalisation: A Hungarian Perspective

Dörnyei, Zoltán, Csizér, Kata, Németh, Nóra·2006·Multilingual Matters eBooks

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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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“We can see that the aspirations of these learners are quite similar to those of their hearing peers’: they identify the same benefits of knowing a FL as any teenager would (Dörnyei, Csizér, and Németh 2006).”
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“However, gender can also affect the attitudes of the listeners as shown by Dornyei, Csizer, and Nemeth (2006) and Milroy and Milroy (1998) in their studies.”
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“44 The volume, Motivation, Language Attitudes and Globalization: A Hungarian Perspective, written by Dörnyei, Csizér, and Németh (2006) contains the results of the largest ever-conducted L2 motivation survey, involving over 13,000 language learners on three successive occasions: in 1993, 1999 and…”
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“Studies by Csizér and Dörnyei (2005b), Csizér and Lukács (2010), and Dörnyei et al. (2006) in Hungary indicated that simultaneously learning English and German often results in these languages competing for attention, with the motivation to learn English as a second language impeding the motivation…”
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Chapter 1. Sociolinguistic competence and the acquisition of speaking
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The Study of Language Attitudes
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Method
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“Previous studies on L2 motivation (Dörnyei & Clément, 2001; Dörnyei et al., 2006) demonstrated higher scores on integrativeness and instrumentality among females.”
BackgroundResultInfluential
The language affiliations of mobile students in the international university
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BackgroundResultInfluential
Is English Our Lingua Franca or the Native Speaker’s Property? The Native Speaker Orientation among Middle School Students in Japan
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Background
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“Early studies concerning L3 conducted in Hungary (Csizér and Dörnyei 2005; Dörnyei and Csizér 2002; Dörnyei, Csizér, and Németh 2006) found that students generally had a higher motivation to learn English than LOTE and uncovered how L2 English motivation negatively impacted L3 learning due to its…”
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Background
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Background
Cluster Analysis
Crowther, D. (2012) · The Encyclopedia of Applied Linguistics · doi:10.1002/9781405198431.wbeal0138 · Cited by 12
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“…more than the past decade the understandings of the construct of motivation in relation to the L2 classroom have undergone a considerable evolution leading to the revealing and highlighting of its dynamic character (Hotho 2000; Dörnyei, Csizér, and Németh 2006; Waninge, Dörnyei, and de Bot 2014).”
Background
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L2 learning motivation from a sociocultural theory perspective: Theory, concepts, and empirical evidence
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Self-citation
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“The ‘ideal L2 self’ (IL2S) represents the L2 aspects of the ideal self that we aspire to acquire and captures integrative or more internalised instrumental orientations (Dörnyei et al. 2006).”
Background
Motivation and learner variables: Group differences in college foreign language learners' motivations
Sung, K.-Y., & Tsai, H.-M. (2013) · International Journal of Research Studies in Language Learning · doi:10.5861/ijrsll.2013.561 · Cited by 8
“In a large-scale motivational study conducted by Dörnyei, Csizér, and Németh (2006) in Hungary from 1993 to 2004, Dörnyei identified several motivational dimensions.”
Background
Motivational Factors in the Acquisition of Welsh in Poland
Rosiak, K., & Hornsby, M. (2016) · Studia Celtica Posnaniensia · doi:10.1515/scp-2016-0004 · Cited by 8
“The study discussed by Dörnyei et al. (2006) and the study discussed in this paper are similar in that both were conducted in monocultural settings.”
BackgroundResultInfluential
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Petersen, A.-L., & Bunting, L. (2012) · Contemporary Educational Technology · doi:10.30935/cedtech/6082 · Cited by 8
Academic Emotions and Emotional Validation as Motivating and Demotivating Factors in the ESL Classroom: A Mongolian Case Study.
Komlósi, F. (2019) · REIRE Revista d Innovació i Recerca en Educació · doi:10.1344/reire2020.13.127522 · Cited by 16
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Liu, E., Bai, S., & Wang, J. (2024) · International Journal of Applied Linguistics · doi:10.1111/ijal.12678 · Cited by 8
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Fajt, B., Bánhegyi, M., & Márkus, K. P. (2023) · International Journal of Lexicography · doi:10.1093/ijl/ecad028 · Cited by 10
Testing the Waters
Yeh, E., & Swinehart, N. (2020) · CALICO Journal · doi:10.1558/cj.38529 · Cited by 10
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Tsalikova, I. K., & Пахотина, С. В. (2021) · The Education and science journal · doi:10.17853/1994-5639-2021-5-38-63 · Cited by 7
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Saito, A., & Hatoss, A. (2011) · International Journal of Pedagogies and Learning · doi:10.5172/ijpl.2011.108 · Cited by 7
“As a corollary, ‘the lack of a well-specifi ed target language community undermines the attitudinal base of Gardner’s (1985) traditional concept of integrative motivation’ (Dörnyei et al. 2006, p. 9).”
Background
Dilemmas Related to the Professional Self-Identity of Russian-Speaking Teachers in Estonia: Adapting and Accommodating to Changes in the Language-in-Education Domain
Kiilo, T., & Kutsar, D. (2013) · Journal of Baltic Studies · doi:10.1080/01629778.2013.805503 · Cited by 8
“…of the Estonian language acquisition, including references ‘to the attributes that one believes one ought to possess (i.e., various duties, obligations or responsibilities) and which may therefore bear little resemblance to the person’s own desires or wishes’ (Dörnyei, Csizér, and Németh 2006, 17).”
Background
EFL Learners’ Attitudes toward Writing Instruction Based on Critical Language Awareness
Tahriri, A., Shabani, M., & Zokaei, S. (2016) · Theory and Practice in Language Studies · doi:10.17507/tpls.0601.17 · Cited by 7

Authors: Dörnyei, Z., Csizér, K., & Németh, N.
ORCID: Dörnyei, Zoltán
Csizér, Kata
Németh, Nóra
Venue: Multilingual Matters eBooks
Publisher: Multilingual Matters
Published: 2006-12-31
DOI: 10.21832/9781853598876
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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Motivation, Language Attitudes and Globalisation: A Hungarian Perspective

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