An investigation of the self-related concepts and foreign language motivation of young Deaf and hard-of-hearing learners in Hungary

Kata Csizér,Edit H Kontra,Katalin Piniel

doi:10.14746/ssllt.2015.5.2.3

Kata Csizér, Edit H Kontra + Show 1 more

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https://doi.org/10.14746/ssllt.2015.5.2.3

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Abstract

In recent years increased attention has been given in applied linguistics to the learning processes of various groups of special needs (SN) students, especially to those whose achievement is impeded by dyslexia or other learning difficulties. However, students with sensory impairment, particularly those who are Deaf or severely hard of hearing (HOH), seem to have remained on the periphery of second language acquisition (SLA) research although they constitute a highly interesting group both from a linguistic as well as a cultural point of view. Since the best approach to understanding how this special minority handles foreign language learning is by first exploring their so-called individual differences, a nationwide research project was launched in Hungary to investigate students’ language learning beliefs, motivation, strategy use and motivated learning behavior. As part of that project, the present paper intends to detail how self-related concepts of hearing impaired students at eight different SN schools an be described. In order to gain an in-depth understanding, a mixed-method research design was employed. First, a barrier-free instrument was used to measure learner variables among 105 14-19-year-old Deaf and HOH learners. Then 31 individual interviews were conducted with selected students using maximum variety sampling. The quantitative data indicate that Deaf and HOH (D/HH) learners lack pronounced, well-developed and detailed future ideal L2 selves and corresponding visions to guide their learning. Another important finding is the paramount importance of language learning experience for our D/HH participants. Based on the analysis of the qualitative data, we can conclude that students’ language learning experiences are largely shaped by the choice of language used as the medium of education, the intensity and content of the English classes as well as how far students internalize extrinsic motives.

Highlights

It has long been acknowledged that learning a second language (L2) is not just another school subject but an inherent part of one’s identity formation (Gardner, 1985); still, it is relatively recent that identity- and self-related investigations have become truly mainstream in L2 motivational research (Csizér & Magid, 2014; Dörnyei & Ushioda, 2011; Mercer & Williams, 2014)
A small number of students rejected the idea of continuing the learning of a foreign language (FL) in the near future, expressing direct refusal to continue with their language studies in the future either because they did not think they would need FL skills or because they had difficulties in learning languages
Despite the fact that they know that learning foreign languages is important and they have generally positive attitudes towards learning as well as some future plans, what they lack is pronounced, well-developed and detailed future ideal L2 selves and corresponding visions to guide their learning

Summary

Introduction

It has long been acknowledged that learning a second language (L2) is not just another school subject but an inherent part of one’s identity formation (Gardner, 1985); still, it is relatively recent that identity- and self-related investigations have become truly mainstream in L2 motivational research (Csizér & Magid, 2014; Dörnyei & Ushioda, 2011; Mercer & Williams, 2014). There are two fundamentally different ways of looking at deafness (Bartha, 2005; Jokinen, 2000): From a medical-pathological point of view, the term denotes a deficit, deficiency or impairment which has severe consequences regarding the general cognitive development and the language acquisition of the concerned individuals (Dotter, 2008; Grosjean, 2001). Kormos (2014) has emphasized researchers’ role in investigating the psychology of language learners (their experiences, their motivations, etc.) who do not come from mainstream social and educational backgrounds She argues that information from such studies can assist policy makers and classroom practitioners to cater for the special needs of these students, build their motivation and lead them to more positive language learning experiences. A short introduction into self-related motivational research will be presented

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