Age‐Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior

Abstract

Our study describes the motivation for learning English as a foreign language in three distinct learner populations: secondary school pupils, university students, and adult language learners. Questionnaire data were collected from 623 Hungarian students. The main factors affecting students' second language (L2) motivation were language learning attitudes and the Ideal L2 self, which provides empirical support for the main construct of the theory of the L2 Motivational Self-System (Dörnyei, 2005). Models of motivated behavior varied across the three investigated learner groups. For the secondary school pupils, it was interest in English-language cultural products that affected their motivated behavior, whereas international posture as an important predictive variable was only present in the two older age groups.

Motivation and attitudes of Polish students learning Hebrew

“…In many previous studies of motivation in second language acquisition it was found that another variable having an important influence on motivational factors is the age of learners of various languages in various countries (e.g., gömleksiz, 2001;MacIntyre et al, 2002;Donovan & MacIntyre, 2005;Figueiredo & Silva, 2008;kormos & Csizér, 2008;Wong, 2008). these findings are also confirmed in our study.…”

Tanulási és nyelvtanulási stratégiák használata az általános iskola végén és a középiskola elején

“…Ezenkívül a 90-es években egyre intenzívebb kutatás indult el a nyelvtanulás sikerét meghatározó háttértényezők bevonásával, az életkor, a nemek közötti különbségek, a motiváció és az attitűdök hatásának elemzésével. A 2000-es évektől kezdve a vizsgálatok még intenzívebbé váltak, a nyelvtanulási stratégiák kapcsolatának elemzésére, a kognitív és affektív faktorok feltárására került a hangsúly (Kormos és Csizér, 2008, Zhang, Gu és Hu, 2008. Az utóbbi másfél évtizedben olyan újabb kutatási terület is kapcsolódott a nyelvtanulási stratégiákhoz, mint a metakogníció vagy az önszabályozott tanulás (Nikolov, 2003).…”

Teaching secondary students ICC through music. A teaching proposal

“…That reason can have and integrative orientation or an instrumental one. An integrative attitude, initially associated with the learner's interest to identify with the target language community, seems to be an outdated concept in the globalized world of the twenty-first century (Kormos & Csizér, 2008). In turn, it is said to reflect a desire to learn about the language group and to meet people belonging to it.…”