Second Language Learning Motivation in a European Context: The Case of Hungary (Second Language Learning and Teaching)

Preface
Acknowledgements
Contents
1 The Hungarian Context
2 A Summary of Theoretical Considerations
	2.1 Defining L2 Motivation: Researchers’ and Teachers’ Perspectives
	2.2 Classic Theories of L2 Motivation
	2.3 The Process Perspective in L2 Motivation
	2.4 Self-Related Concepts in L2 Motivation
		2.4.1 The Role of Self-Confidence and Self-Efficacy in L2 Motivation
		2.4.2 L2 Motivational Self System
	2.5 Dynamic Perspective in L2 Motivation
	2.6 Summary
3 Research Pertaining to Student Motivation in Hungary
	3.1 Language Choice in the Hungarian Education System
	3.2 Motivation and Related Individual Difference Variables
		3.2.1 The Canadian Influences
		3.2.2 Motivation and Autonomy
		3.2.3 Motivation and Emotions
		3.2.4 Motivation and Cognitive Factors
		3.2.5 Group-Related Individual Difference Variables and Motivation
	3.3 The Role of Milieu
		3.3.1 Background to the Study
		3.3.2 Methods
		3.3.3 Main Results
		3.3.4 Summary
	3.4 Contact Experiences and Motivation
		3.4.1 Intercultural Contact
		3.4.2 The Impact of Intercultural Contact on L2 Motivation
		3.4.3 A New Direction in Contact and L2 Motivation Research: Study Abroad Investigations
	3.5 Demotivation
	3.6 Special Educational Needs Learners
		3.6.1 Dyslexic Language Learners
		3.6.2 Deaf Language Learners
	3.7 Longitudinal Studies of L2 Motivation in Hungary
	3.8 Age-Related Differences
	3.9 Summary
4 Teacher Motivation in Hungary
	4.1 Teacher Motivation: Definitions, Theoretical and Conceptual Frameworks
	4.2 Empirical Studies on L2 Teachers’ Motivation
	4.3 The Design of a Mixed-Methods Study Investigating English Teachers’ Motivation in Hungary
	4.4 Methods
		4.4.1 Main Research Questions in the Mixed-Methods Study
		4.4.2 Participants in the Qualitative Study
		4.4.3 The Interview Guide
		4.4.4 Data Collection and Data Analysis of the Qualitative Study
		4.4.5 Participants in the Quantitative Study
		4.4.6 The Questionnaire
		4.4.7 Data Collection and Data Analysis of the Questionnaire Study
	4.5 The Main Results of the Interview Study
		4.5.1 Language Learning Experience and Its Impact on Teacher Motivation
		4.5.2 Teachers’ Views on Motivation: Choice Motivation and the Teacher Self
		4.5.3 Motivation and Attribution: Explaining Successes and Failures
		4.5.4 Professional Goals
		4.5.5 Summary
	4.6 The Main Results of the Questionnaire Study
		4.6.1 Motivational Scales
		4.6.2 Demotivation
		4.6.3 The Relationships Among the Scales
		4.6.4 Summary
5 Conclusion and Further Research Directions
	5.1 Toward a Theoretical Model of Language Teacher Motivation
		5.1.1 The Need for Further Interactional Studies on Motivation
	5.2 The Need for Novelty in Research Methods
	5.3 Final Words
Appendix A English Language Journals/Volumes Published in Hungary
University of Pécs Roundtable (UPRT) Series
Working Papers in Language Pedagogy
Appendix B Questionnaire Items Used in Jánosházi and Csizér (2011)
Appendix C Questionnaire Used in Csizér and Kormos (2008a, 2008b, 2009a)
Appendix D The English Version of the Teacher Interview Guide in Csizér (2020)
Appendix E The English Version of the Teacher Questionnaire in Csizér (2020)
Research into English language teaching
Section 1
Section 2
Section 3
Section 4
Appendix F Factor Analysis of the Demotivational Items (Csizér 2020)
Appendix G Student Questionnaire in Illés and Csizér (2010)
References