Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves and motivated learning behavior.

Linguistics and English Language

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

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Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves and motivated learning behavior. / Kormos, Judit; Csizér, Kata.
In: Language Learning, Vol. 58, No. 2, 06.2008, p. 327-355.

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

Harvard

Kormos, J & Csizér, K 2008, 'Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves and motivated learning behavior.', Language Learning, vol. 58, no. 2, pp. 327-355. https://doi.org/10.1111/j.1467-9922.2008.00443.x

APA

Kormos, J., & Csizér, K. (2008). Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves and motivated learning behavior. Language Learning, 58(2), 327-355. https://doi.org/10.1111/j.1467-9922.2008.00443.x

Vancouver

Kormos J, Csizér K. Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves and motivated learning behavior. Language Learning. 2008 Jun;58(2):327-355. doi: 10.1111/j.1467-9922.2008.00443.x

Author

Kormos, Judit ; Csizér, Kata. / Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves and motivated learning behavior. In: Language Learning. 2008 ; Vol. 58, No. 2. pp. 327-355.

Bibtex

@article{9d9c564dd1004201a4fe77e20d221e34,

title = "Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves and motivated learning behavior.",

abstract = "Our study describes the motivation for learning English as a foreign language in three distinct learner populations: secondary school pupils, university students, and adult language learners. Questionnaire data were collected from 623 Hungarian students. The main factors affecting students' second language (L2) motivation were language learning attitudes and the Ideal L2 self, which provides empirical support for the main construct of the theory of the L2 Motivational Self-System (D{\"o}rnyei, 2005). Models of motivated behavior varied across the three investigated learner groups. For the secondary school pupils, it was interest in English-language cultural products that affected their motivated behavior, whereas international posture as an important predictive variable was only present in the two older age groups.",

keywords = "L2 motivational self system • L2 motivation • motivated learning • language attitudes • age • selves",

author = "Judit Kormos and Kata Csiz{\'e}r",

note = "This is a pre-print of an article published in Language Learning, 58 (2), 2008. (c) Wiley.",

year = "2008",

month = jun,

doi = "10.1111/j.1467-9922.2008.00443.x",

language = "English",

volume = "58",

pages = "327--355",

journal = "Language Learning",

issn = "0023-8333",

publisher = "Wiley",

number = "2",

}

RIS

TY - JOUR

T1 - Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves and motivated learning behavior.

AU - Kormos, Judit

AU - Csizér, Kata

N1 - This is a pre-print of an article published in Language Learning, 58 (2), 2008. (c) Wiley.

PY - 2008/6

Y1 - 2008/6

N2 - Our study describes the motivation for learning English as a foreign language in three distinct learner populations: secondary school pupils, university students, and adult language learners. Questionnaire data were collected from 623 Hungarian students. The main factors affecting students' second language (L2) motivation were language learning attitudes and the Ideal L2 self, which provides empirical support for the main construct of the theory of the L2 Motivational Self-System (Dörnyei, 2005). Models of motivated behavior varied across the three investigated learner groups. For the secondary school pupils, it was interest in English-language cultural products that affected their motivated behavior, whereas international posture as an important predictive variable was only present in the two older age groups.

AB - Our study describes the motivation for learning English as a foreign language in three distinct learner populations: secondary school pupils, university students, and adult language learners. Questionnaire data were collected from 623 Hungarian students. The main factors affecting students' second language (L2) motivation were language learning attitudes and the Ideal L2 self, which provides empirical support for the main construct of the theory of the L2 Motivational Self-System (Dörnyei, 2005). Models of motivated behavior varied across the three investigated learner groups. For the secondary school pupils, it was interest in English-language cultural products that affected their motivated behavior, whereas international posture as an important predictive variable was only present in the two older age groups.

KW - L2 motivational self system • L2 motivation • motivated learning • language attitudes • age • selves

U2 - 10.1111/j.1467-9922.2008.00443.x

DO - 10.1111/j.1467-9922.2008.00443.x

M3 - Journal article

VL - 58

SP - 327

EP - 355

JO - Language Learning

JF - Language Learning

SN - 0023-8333

IS - 2

ER -

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