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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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Yu, J. (2018) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2018.1488855 · Cited by 7
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“In their studies, Dörnyei et al. (2006), and Williams et al. (2002) emphasized that the reason that male students were less motivated to learn French than female students was that French was generally considered an effeminate language.”
BackgroundExploring L3 motivational profiles of EFL teachers as successful EFL learners: A mixed methods study
Azizi, M. R., Nazariani, S., & Gholami, J. (2020) · Cogent Education · doi:10.1080/2331186x.2020.1781429 · Cited by 4
“L2MSS was selected because research (Dörnyei et al., 2006; Kim, 2012) has shown its priority over Gardner’s socio-educational model (Gardner, 1985).”
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Relationship between emotional motivation and academic performance in second language learning
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Feyér, B. (2012) · Working papers in language pedagogy · doi:10.61425/wplp.2012.06.17.45 · Cited by 4
“…analogous to L1 language users, ELF speakers may also use English to project a desired self-image either as proficient speaker of a foreign language or as a professional member of a community of practice whose language of communication is English (cf. Dörnyei et al., 2006; Widdowson, 1997).”
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BackgroundExploring Language Learning through Culture: Indigenisation of English in a Pakistani Context
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7. Questionnaire design and data collection
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“Criticism of its applicability was raised in foreign learning contexts: Dörnyei et al. (2006) conducted a longitudinal study on L2 motivation with over 13,000 language learners, which revealed a decrease in the strength of the integrative motive in Hungarian learners.”
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“This has resulted in the creation of the L2MSS theory, a framework that can be applicable to situations where opportunities for integration are absent or where there is no desire for identification with the L2 community (Dörnyei et al., 2006).”
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“Having a different opinion, Dörnyei, Csizér, and Németh (2006) clarified that "the increased contact with foreign visitors and foreign cultural products . . . did not result in the improvement of the participants’ language and intercultural attitudes but, to the contrary, most attitudinal…”
BackgroundHouse, J., & Kádár, D. Z. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108954587.014 · Cited by 1
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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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