Abstract
AbstractThe paper aims to investigate Hungarian senior language learners’ motivational profile with a special attention to factors influencing their motivational intensity. We focused on the significant features of Hungarian senior language learners’ motivational behaviour and conducted a survey with thirty senior Hungarian students learning English as a Foreign Language (FL). This instrument was constructed based on Gardner’s socio-educational model and Tremblay and Gardner’s model of second language (SL) motivation. We performed a series of statistical analyses on the data. The results of multiple regression analyses show that the most influential factors regarding motivational behaviour of older language learners in this context are attitude towards leaning the SL and goal specificity.
Highlights
There has been considerable research on the role of different attitudes that may influence language learning acquisition (Csizer & Kormos, 2006; Gardner, 2004) and the importance of motivation regarding learning a foreign language (FL) has become an acknowledged fact (D€ornyei, 2005; D€ornyei & Ushioda, 2011; Gardner, 2004; Kaur, 2016; Oxford & Shearin, 1994)
We aimed to find out what motivational and attitudinal scales may act as predictor variables related to elderly students’ FL motivational behaviour, multiple regression analyses were conducted with a stepwise approach
Gardner’s (2006) social-educational model does focus on instrumentality and integrativity of language learning motivation, and reveals a greater complexity entailing several motivational as well as attitudinal factors having a considerable effect on achievement
Summary
There has been considerable research on the role of different attitudes that may influence language learning acquisition (Csizer & Kormos, 2006; Gardner, 2004) and the importance of motivation regarding learning a foreign language (FL) has become an acknowledged fact (D€ornyei, 2005; D€ornyei & Ushioda, 2011; Gardner, 2004; Kaur, 2016; Oxford & Shearin, 1994). The aim of this article is to investigate the significant features of senior language learners’ motivational behaviour who learn English as a Foreign Language (EFL). For this purpose, we constructed a questionnaire based on Gardner’s (1985) socio-educational model and Tremblay and Gardner’s (1995) model of educational- and sociocultural perspectives of Second Language (SL) motivation. The main objective of this paper is to introduce the validation process of the questionnaire that was designed to address this research gap by focussing on and collecting data about senior EFL learners’ motivational behaviour in Hungary
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Adult Learning, Knowledge and Innovation
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
