The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary

By Kata Csizér, G. Lukacs. 2010

279 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cd8a9a919d394514ec9e22e4993dc0c2ab62c69f

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In Artificial Intelligence

Citations in the corpus

Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, result): “Recent studies have shown that this dimension of the L2 Motivational Self System explains a noticeable portion of variance in learners’ intended effort (e.g., Csiz´er & Luk´acs, 2010; Papi, 2010; Ryan, 2009; Taguchi et al., 2009) and signiﬁcantly reduces learners’ English anxiety (Papi, 2010).”
Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages (2013, methodology): “…of the ought-to self that we have found here has been, in fact, also displayed by the majority of past studies in which the ought-to L2 self typically had weaker links with the criterion measures than the ideal L2 self (Csizér & Kormos, 2009; Csizér & Lukács, 2010; Taguchi et al., 2009).”
Language Learner Motivational Types: A Cluster Analysis Study (2014, background): “It subsumes the traditional integrative and more intrinsic instrumental motives and has been shown to be a strong determinant of variance in students’ motivated behavior (e.g., Csiz´er & Luk´acs, 2010; Islam, Lamb, & Chambers, 2013; Papi, 2010; Ryan, 2009; Taguchi et al., 2009).”
Profiling Chinese university students’ motivation to learn multiple languages (2019, result): “For example, studies conducted in the Hungarian context (Csizér and Dörnyei 2005; Csizér and Lukács 2010) have revealed the constraining effect of L2 English on learners’ motivation to learn L3 German.”
Examining the impact of L2 English on L3 selves: A case study (2011, background): “…to fit well with previous quantitative research that has suggested that L2 English has a negative impact on L3 motivation (Csizér & Dörnyei, 2005; Csizér & Lukács, 2010; Henry, 2010), they also suggest that some learners might be able to counteract such effects by tuning in self-knowledge…”
The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions (2017, background): “According to the Migration and Remittances Team (2015), for example, by 2015 the number of international migrants living outside of their countries of birth had exceeded 250 million, and according to their forecast, migration pressures are likely to increase over the next decades due to demographic ”
The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, background): “First, to explore the role of integrativeness in a multilingual context that is remarkably different (although the L2/English group is also absent) from those contexts analysed in previous studies such as Hungary, Japan, China and Iran.”