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A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students.

Research output: Contribution to journalJournal articlepeer-review

Published
<mark>Journal publication date</mark>07/2010
<mark>Journal</mark>International Journal of Applied Linguistics
Issue number2
Volume20
Number of pages19
Pages (from-to)232-250
Publication StatusPublished
<mark>Original language</mark>English

Abstract

In this research we surveyed the language learning motivation of Hungarian learners of English and German with and without dyslexia. The results of the questionnaire study that altogether involved 1,182 participants indicate that for most learner groups the best direct predictor of how much effort they were willing to invest in language learning was their image of themselves as language learners. Dyslexic language learners were found to have significantly less favorable motivational characteristics than their non-dyslexic peers, which was apparent in language learning self-concepts, attitudes, and motivated behavior. The pedagogical implications of these findings are also discussed.