Thursday, April 15, 2010

World citizenship as a factor affecting the motivated learning behavior of adult Hungarian learners

Abstract

Changes in the status of English have led to the reconceptualization of Gardner’s original construct of integrativeness (1985). The thesis reports on the findings of a questionnaire study conducted on adult language school learners in the capital city of Hungary. The research focused on the target community of world citizens as a flexible and modern equivalent of the Gardnerian concept, identified in second language contexts. Moreover, it aimed to investigate the internal structure of the L2 Motivational Self System (Dörnyei, 2005) and its role in the broader framework of adult learners’ motivational profiles. Findings revealed significant relationships among respondents’ identification with the international community and the most important motivational factors identified by contemporary research. The results lend support to the L2 Motivational Self System, showing its relevance to learners’ motivated learning behavior. Findings concerning the Ought-to L2 Self point in new research directions, indicating that more substantial information might be attained about the self guide. Furthermore, the study provides ground for the investigation of the international community, confirming the importance of the construct in today’s globalized world and drawing attention to its potential in English language pedagogy.

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