Motivation, Language Attitudes and Globalisation

Motivation and Gender Effect in Receptive Vocabulary Learning: An Exploratory Analysis in CLIL Primary Education

“…This absence of variation differs from the results of an important number of studies, which have reported a female advantage (for example, Sung & Padilla 1998;Dörnyei & Csizér, 2002;Mori and Gobel, 2006;Henry & Apelgren, 2008;Dabbagh & Khajehpour, 2011;Henry 2012). In addition, the fact that there are not statistically significant gender differences in the types of motivation levels stands in contrast to earlier findings, (for example, Dörnyei & Clement, 2001;Dörnyei & Csizér, 2002;Dörnyei, Csizér & Németh, 2006), which concluded that girls obtain higher levels of both types of motivation. The present study's results are, however, in agreement with the research conducted by Azarnoosh and Birjandi (2012), who observed no differences in the attitude of males and females junior high school students.…”

“…Exceptions are also noted, such as by Azarnoosh and Birjandi (2012), who identified no differences between attitudinal factors towards the foreign language of male and female junior high school students. The female advantage is also extended to types of motivation since there is ample conclusive evidence that girls are more integratively and instrumentally motivated than boys (for example, Dörnyei & Clement, 2001;Dörnyei & Csizér, 2002;Dörnyei, Csizér, & Németh 2006).…”

Intercultural Manifestations of Racial, Language, and Class Privilege in Schooling: An Autoethnographic Tale

“…Although Hungarians have been studying English in school since the mid-1990s (Dornyei, Csizér, & Németh, 2006), just a few teachers at the általános iskola spoke conversational English. One such teacher also supervised a computer class where he allowed the children to watch any child-oriented entertainment on the computer as long as it was in English.…”

Julian Wilcox: Exemplar Māori language learner

“…Having an identity as a Mäori may be a motivation to learn te reo and at the same time a source of anxiety. Motivation in SLA research has long been theorised as an integrative and instrumental dichotomy (Dornyei, Csizér, & Németh, 2006;Gardner, 1960Gardner, , 1980Skehan, 1991). Integrative motivation refers to the learners' desire to integrate with target-language speakers.…”

“…Much has been written about motivation for SLA and it is generally thought that for secondlanguage learners to be successful they need to have both integrative and instrumental forms of motivation (Dornyei et al, 2006;Gardner, 1960). In the case of Mäori recovering their own languages, it has been argued above that explanatory theories based on social service and the relational aspects of motivation are more appropriate.…”