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"They can achieve their aims without native skills in the field of work or studies": Hungarian students' views on English as lingua franca

100%

Kontra E. H., Csizer K.

Studies in Second Language Learning and Teaching

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2011

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vol. 1

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issue 1

135-152

EN

This article explores the potential offered by complexity theories for understanding language learners’ sense of self and attempts to show how the self might usefully be conceived of as a complex dynamic system. Rather than presenting empirical findings, the article discusses existent research on the self and aims at outlining a conceptual perspective that may inform future studies into the self and possibly other individual learner differences. The article concludes by critically considering the merits of a complexity perspective but also reflecting on the challenges it poses for research.

2

“They can achieve their aims without native skills in the field of work or studies”: Hungarian students’ views on English as a lingua franca

100%

Kontra E. H., Csizér K.

Studies in Second Language Learning and Teaching

|

2011

|

vol. 1

|

issue 1

135-152

EN

Despite the fact that there is a growing body of research on the characteristics and use of English as a lingua franca (ELF) in Europe, there are relatively few studies aimed at investigating the ways in which language learners voice their opinions about ELF and how they see ELF impacting their own learning. Therefore, the aim of the present study is to find out what English language majors (and ELF users) think about ELF. In order to get an insiders’ perspective on the issue, 250 one-paragraph argumentative essays on the necessity of learning to speak like a native or using ELF were analyzed for their content. The main results show the investigated sample’s predictable though not unanimous preference for prestigious native varieties. More pertinent to this article is that in spite of this preference the students demonstrate a definite awareness of ELF expressed in a large number of statements acknowledging the worldwide importance of knowing English and that today English is used by far more non-native than native speakers of the language. Though not all our research participants favor the use of ELF, many of them see it as a necessity.

3

An investigation of the self-related concepts and foreign language motivation of young Deaf and hard-of-hearing learners in Hungary

81%

Csizér K., Kontra E. H., Piniel K.

Studies in Second Language Learning and Teaching

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2015

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vol. 5

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issue 2

229-249

EN

In recent years increased attention has been given in applied linguistics to the learning processes of various groups of special needs (SN) students, especially to those whose achievement is impeded by dyslexia or other learning difficulties. However, students with sensory impairment, particularly those who are Deaf or severely hard of hearing (HOH), seem to have remained on the periphery of second language acquisition (SLA) research although they constitute a highly interesting group both from a linguistic as well as a cultural point of view. Since the best approach to understanding how this special minority handles foreign language learning is by first exploring their so-called individual differences, a nationwide research project was launched in Hungary to investigate students’ language learning beliefs, motivation, strategy use and motivated learning behavior. As part of that project, the present paper intends to detail how self-related concepts of hearing impaired students at eight different SN schools an be described. In order to gain an in-depth understanding, a mixed-method research design was employed. First, a barrier-free instrument was used to measure learner variables among 105 14-19-year-old Deaf and HOH learners. Then 31 individual interviews were conducted with selected students using maximum variety sampling. The quantitative data indicate that Deaf and HOH (D/HH) learners lack pronounced, well-developed and detailed future ideal L2 selves and corresponding visions to guide their learning. Another important finding is the paramount importance of language learning experience for our D/HH participants. Based on the analysis of the qualitative data, we can conclude that students’ language learning experiences are largely shaped by the choice of language used as the medium of education, the intensity and content of the English classes as well as how far students internalize extrinsic motives.

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3 Studies in Second Language Learning and Teaching

3 Kontra E. H.

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1 Piniel K.

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2 2011

"They can achieve their aims without native skills in the field of work or studies": Hungarian students' views on English as lingua franca

“They can achieve their aims without native skills in the field of work or studies”: Hungarian students’ views on English as a lingua franca

An investigation of the self-related concepts and foreign language motivation of young Deaf and hard-of-hearing learners in Hungary