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

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A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students. / Csizér, Kata; Kormos, Judit.
In: International Journal of Applied Linguistics, Vol. 20, No. 2, 07.2010, p. 232-250.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Csizér, K & Kormos, J 2010, 'A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students.', International Journal of Applied Linguistics, vol. 20, no. 2, pp. 232-250. https://doi.org/10.1111/j.1473-4192.2009.00247.x

APA

Csizér, K., & Kormos, J. (2010). A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students. International Journal of Applied Linguistics, 20(2), 232-250. https://doi.org/10.1111/j.1473-4192.2009.00247.x

Vancouver

Csizér K, Kormos J. A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students. International Journal of Applied Linguistics. 2010 Jul;20(2):232-250. doi: 10.1111/j.1473-4192.2009.00247.x

Author

Csizér, Kata ; Kormos, Judit. / A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students. In: International Journal of Applied Linguistics. 2010 ; Vol. 20, No. 2. pp. 232-250.

Bibtex

@article{d82e9e1079db46048bb20c08c73097b8,
title = "A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students.",
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.",
keywords = "motivation, dyslexia, learning disabilities, self-concept, foreign language learning",
author = "Kata Csiz{\'e}r and Judit Kormos",
year = "2010",
month = jul,
doi = "10.1111/j.1473-4192.2009.00247.x",
language = "English",
volume = "20",
pages = "232--250",
journal = "International Journal of Applied Linguistics",
issn = "0802-6106",
publisher = "Wiley-Blackwell",
number = "2",

}

RIS

TY - JOUR

T1 - A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students.

AU - Csizér, Kata

AU - Kormos, Judit

PY - 2010/7

Y1 - 2010/7

N2 - 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.

AB - 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.

KW - motivation

KW - dyslexia

KW - learning disabilities

KW - self-concept

KW - foreign language learning

U2 - 10.1111/j.1473-4192.2009.00247.x

DO - 10.1111/j.1473-4192.2009.00247.x

M3 - Journal article

VL - 20

SP - 232

EP - 250

JO - International Journal of Applied Linguistics

JF - International Journal of Applied Linguistics

SN - 0802-6106

IS - 2

ER -