The Relationship of Intercultural Contact and Language Learning Motivation among Hungarian Students of English and German

Autor/inn/en	Csizer, Kata; Kormos, Judit
Titel	The Relationship of Intercultural Contact and Language Learning Motivation among Hungarian Students of English and German
Quelle	In: Journal of Multilingual and Multicultural Development, 29 (2008) 1, S.30-48 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
Schlagwörter	Student Attitudes; Learning Motivation; German; Native Speakers; Intercultural Communication; Elementary School Students; Hungarian; Questionnaires; English (Second Language); Second Language Learning; Mass Media; Second Language Instruction; Student Motivation; Foreign Countries; Hungary + Suchen Sie Ihr Suchwort? Schülerverhalten; Motivation for studies; Lernmotivation; Deutscher; Muttersprachler; Interkulturelle Kommunikation; Ungar; Ungarisch; Fragebogen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Massenmedien; Fremdsprachenunterricht; Schulische Motivation; Ausland; Ungarn
Abstract	In this paper we report the results of a questionnaire survey conducted with 1777 Hungarian primary school children aged between 13 and 14 studying English and German. In our research we investigated the differences in the motivational and intercultural contact measures as well as determinants of motivated behaviour between learners of English and German. Our results indicate that students of English have a more positive attitude towards the native speakers of the language they study than learners of German, and children who study English have higher levels of linguistic self-confidence, invest more energy into language learning and receive more support from their environment than students of German. Our findings also reveal that learners of English experience more frequent direct written contact and contact through media products than learners of German. For both groups of language learners the results indicate that students with high levels of motivational intensity engage in various types of intercultural contact more frequently than students who invest less energy into language learning. Our findings seem to suggest that it is motivational intensity rather than the language being studied that affects what factors predict how much energy students are willing to invest in language learning. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10