Some Dynamics of Language

Attitudes and Motivation: Results

of a Longitudinal Nationwide
Survey

Zoltán Dörnyei & Kata Csizér

INDEX
1. Aim of the research
2. Theoretical Background
3. Research Design
4. Methodology
5. Data Collection
6. Conclusions
1. Aim of the research

● To examine how the sociocultural changes

happening in Hungary in the 90s affected school
children's attitudes and motivation concerning
five languages:
– English, German, French, Italian and Russian.
2. Theoretical background

● From the 90s onwards:

– Studies on motivation in classroom events and
processes.
– Dynamic character and temporal variation of
motivation.
● Current research:
– To explore motivational processes over time.
– Broad societal macro-processes
3. Research Design
● 2 surveys:
– 1993 and 1999.
– The same target population.
● Main issues in the surveys:
– A comparison of the five target languages.
– The dynamics of attitudinal/motivational changes
between 1993 and 1999.
– Gender-based variation
– Geographical variation
4. Methodology
● Participants:
– 4,765 pupils in 1993.
– 3,828 pupils in 1999.
– Age 13/14.
– Final year of primary school: they had to decide
which foreign language to study.
– Different regions.
● Instrument: Questionnaire about the 5 target
languages and about 6 L2 communities.
5. Data Collection
● Five dimensions underlying motivation:
1. Integrativeness: positive outlook on the L2
and its culture.
2. Instrumentality: pragmatics benefit of the L2.
3. Direct contact with L2 speakers: travelling.
4. Cultural interest: cultural products by the
media of the L2 community.
5. Vitality of the L2 community: opinion about
importance and wealth of the L2 community.
6. Conclusions
● The participants' disposition towards a particular L2
and L2 community is quite homogeneous.
● 'Language globalization' process.
● The increased contact with foreigners did not result
in an improved perception.
● An active engagement in L2 learning results in a
positive influence in the learner's L2 attitudes and
motivation.
● Integrativeness is a key role in L2 motivation.
● Male/female differences in language preferences.
● Geographical variation in L2 attitudes and
motivation caused by geopolitical reasons.