Beschreibung

This volume presents the results of the largest ever language attitude/motivation survey in second language studies. The research team gathered data from over 13,000 Hungarian language learners on three successive occasions: in 1993, 1999 and 2004. The examined period covers a particularly prominent time in Hungary's history, the transition from a closed, Communist society to a western-style democracy that became a member of the European Union in 2004. Thus, the book provides an 'attitudinal/motivational flow-chart' describing how significant sociopolitical changes affect the language disposition of a nation. The investigation focused on the appraisal of five target languages - English, German, French, Italian and Russian - and this multi-language design made it also possible to observe the changing status of the different languages in relation to each other over the examined 12-year period. Thus, the authors were in an ideal position to investigate the ongoing impact of language globalisation in a context where for various political/historical reasons certain transformation processes took place with unusual intensity and speed. The result is a unique blueprint of how and why language globalisation takes place in an actual language learning environment.

Zoltán Dörnyei is Professor of Psycholinguistics at the School of English, University of Nottingham. He has published extensively on various aspects of language learner characteristics and second language acquisition, and he is the author of over 25 books, including Motivational Strategies in the Language Classroom (2001, Cambridge University Press), Research Methods in Applied Linguistics ( 2007, Oxford University Press), Motivating Learners, Motivating Teachers: Building Vision in the Language Classroom (2014, Cambridge University Press, with M. Kubanyiova), The Psychology of The Language Learner Revisited (2015, Routledge, with S. Ryan) and Motivational Currents in Language Learning: Frameworks for Focused Interventions (2016, Routledge, with A. Henry and C. Muir).

INTRODUCTION

1 BACKGROUND INFORMATION AND THEORY

2. METHOD

3 LANGUAGE ATTITUDES AND MOTIVATION IN HUNGARY: FROM 1993 TO 2004

4 MODIFYING FACTORS IN LANGUAGE ATTITUDES AND MOTIVATION: GENDER, GEOGRAPHICAL LOCATION AND SCHOOL INSTRUCTION

5 THE INTERNAL STRUCTURE OF LANGUAGE LEARNING MOTIVATION

6 LANGUAGE LEARNERS' MOTIVATIONAL PROFILES

7 THE EFFECTS OF INTERCULTURAL CONTACT ON LANGUAGE ATTITUDES AND LANGUAGE LEARNING MOTIVATION SUMMARY AND CONCLUSION

BIBLIOGRAPHY/ APPENDICES

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