Browsing by Author "Kontra, Edit H."
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Item An investigation of the self-related concepts and foreign language motivation of young Deaf1 and hard-of-hearing learners in Hungary(Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2015-06-01) Csizér, Kata; Kontra, Edit H.; Piniel, KatalinIn 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 can 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.Item “They can achieve their aims without native skills in the field of work or studies”: Hungarian students’ views on English as a lingua franca(Zakład Filologii Angielskiej: Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2011) Kontra, Edit H.; Csizér, KataDespite the fact that there is a growing body of research on the characteris-tics 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’ perspec-tive 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 con-tent. 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 ac-knowledging 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.