The dynamic process of motivation to learn Czech in study abroad courses

Abstract

This article summarizes three stages of research on the motivation and attitudes of students learning Czech language in courses at Charles University, Prague, within the study abroad programmes (Erasmus+ and US Study Abroad). These students come to the Charles University usually for one semester in the length of 13 weeks taking a Czech course with lessons twice a week. In the first stage of the study, 174 students in the US Study Abroad filled in a questionnaire aiming at determining whether there is change in attitudes towards learning Czech and what are its sources. The second stage focused on 12 students in this programme in more detail: analyses of their diaries written for 12 weeks helped create a motivational profile from the perspective of L2 Motivational Self System (Dornyei, 2005, 2009) and point out key motivational factors, which were the learning experience and desire to interact with Czechs. Diary study was also used as the data collection tool together with questionnaires and an interview in the third stage, with two French students in Erasmus+. The motivational profiles of Erasmus+ students have also shown a remarkable role of L2 learning experience. The findings have also led to some pedagogical implications relevant for this type of courses.