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Introduction
(Drnyei 2005; Gardner 1985; 2006). Despite the fact that the relationship
between students attitudinal and motivation dispositions and their learning
behavior in various mainstream educational settings has been researched
thoroughly in the past decade (for a summary see Drnyei 2005), almost no
attention has been paid to the motivational characteristics of learners with
special educational needs. L2 learning is an integral part of life and education
in the European Union. The requirement agreed on by the Community in 1995
is that all its citizens should acquire prociency in at least two foreign
languages (Europeans and Their Languages: Summary, 2006). Therefore, it is
of great relevance that learners with special educational needs are also
provided with equal and appropriate opportunities to acquire a second or
foreign language (L2). However, these opportunities cannot be created
without an awareness of why and how students with learning difculties,
such as dyslexic language learners, differ from those with no such apparent
needs.
The situation of dyslexic students in Hungary is interesting for a number
of reasons. First of all, the orthography of the Hungarian language is highly
transparent in other words it has relatively simple soundsymbol relations
in comparison with many other languages such as English. Therefore a high
number of dyslexic students with good compensatory skills remain
undiagnosed at the beginning of their school years. It frequently happens that
students reading disability only becomes apparent when they start learning
foreign languages with non-transparent orthography (Gyarmathy and Vassn
Kovcs 2004) because the compensatory strategies of dyslexic students are not
sufcient to cope with the complex nature of the orthographic system of
another language. Second, Hungary is largely dependent on international
investments and foreign trade; therefore it is almost impossible to nd a
well-paying job if one does not speak at least one foreign language. In
addition, a certicate of intermediate level of prociency in a foreign language
is also a prerequisite for obtaining a university degree. Dyslexic students
often do not acquire sufcient language skills and are thus seriously
disadvantaged both in higher education and in the job market.
Our investigation is rooted in the L2 motivation eld, where in recent
years much effort has been invested in investigating how language-related
attitudes affect the language learning processes and how students self-images
contribute to the successful acquisition of L2s (Drnyei 2005; 2009; Noels
2001a; 2001b; Ushioda 2009). The aim of the present paper is to examine what
similarities and differences exist in the motivational characteristics of
Hungarian dyslexic language learners and learners without learning
difculties in terms of their self-concept, attitudinal dispositions, motivated
behavior, perceptions of their language learning experiences, and family
support.
Our study is based on a nationwide questionnaire survey carried out in
a Central European country, Hungary, and involved four groups of
participants: learners of English or German with and without dyslexia. In this
Method
Participants
Instruments
10. Anxiety (6 questions): the level of anxiety felt when students use English
in everyday life. Example: I would feel uneasy speaking English with a native
speaker.
11. Self-perception (4 questions): how students see themselves as language
learners. Example: I have good language learning abilities.
Procedures
such inuences. In the main study, students seemed appreciative of the fact
that they were helped to ll in the questionnaire and that we were interested
in their views on language learning.
All the questionnaires were computer-coded, and SPSS (Statistical Package
for Social Sciences) 13.0 was used for analyzing the data. As the data were
normally distributed, we applied parametric procedures. The level of
signicance was set for p < 0.05, and where necessary, we used the Bonferroni
correction procedure.
The descriptive statistics for our participants indicate more negative trends
than positive ones (Table 3). On the positive side, we can note that most
participants receive a relatively substantial amount of encouragement and
support from their family in language learning. Students are also aware of
the internationally important role of English, and the somewhat less
signicant regional importance of German, in Hungary. Learners of English
have a strong L2 self-concept and are able to see themselves as successful
users of the language in the future. This nding shows that students
language learner self is fully-edged and can be reliably measured in the
case of relatively young participants as well. The mean values for the
attitudes and motivated behavior of students, however, reveal that despite
the great importance of foreign language knowledge in Hungary, students at
Table 2. The reliability coefcients in the four sub-samples for the scales included in
further analyses
the age of 14 only display a moderate level of liking and enthusiasm for
learning English and German. This might partly be explained by the fact
that because in Hungary young students hardly ever have the opportunity
to use these languages outside the classroom (Kormos and Csizr 2007):
they simply regard them as one of the school subjects. Another reason for
the participants relatively unfavorable attitude might be related to the
quality of foreign language instruction in elementary schools, which is also
reected in the relatively low mean values of the language learning
experience scale. A series of projects conducted in Hungary by Nikolov have
shown that the most frequently applied teaching techniques in primary
English and German classes are based on the audio-lingual and grammar
translation method (Nikolov 1999; Nikolov and Csap 2002). The suitability
of these methods for teaching young children is highly questionable. This
suggests that it might be partly due to classroom factors that students do not
seem to like learning languages and do not succeed in acquiring a sufcient
level of language prociency (for a discussion of problems in foreign
language teaching in Hungary, see also Lukcs 2002).
The language that students study was found to have an effect on six of the
variables: Ideal L2 Self, language learning attitudes, international posture,
self-perceived prociency, parental encouragement, and motivated behavior.
The mean values for each of these scales were higher for the group which
studied English than for the participants who learned German. In line with
Table 3. Descriptive statistics concerning the results of the four sub-samples and the
comparison of scores
Table 4a. Results of the regression analysis of the attitudinal and motivational scales
with motivated learning behavior as the criterion variable for students of English
with dyslexia
B SEB Beta
* p < .001.
Table 4b. Results of the regression analysis of the attitudinal and motivational scales
with motivated learning behavior as the criterion variable for students of German
with dyslexia
B SEB Beta
* p < .05.
Table 4c. Results of the regression analysis of the attitudinal and motivational scales
with motivated learning behavior as the criterion variable for students of English
without dyslexia
B SEB Beta
* p < .000.
Table 4d. Results of the regression analysis of the attitudinal and motivational scales
with motivated learning behavior as the criterion variable for students of German
without dyslexia
B SEB Beta
* p < .001.
which might create anxiety and in turn inuences these learners motivated
behavior. The explanation for the second difference between the models
namely the relevance of language learning experiences for dyslexic learners of
English might be that the overwhelming presence of English in todays
world overrides students original attitudinal dispositions toward this global
language, as they feel that its learning is inevitable, but they remain sensitive
to instructional practices.
Another interesting difference between the models for both languages is
that for dyslexic learners of German, the Ideal L2 Self is only the second
strongest predictor variable, whereas in all the other models, it is the most
important factor affecting motivated behaviour. As can be seen in Table 2,
dyslexic learners of German seem to have developed the weakest Ideal L2 Self
among the samples investigated in our research, which might explain why
this variable plays a somewhat less important role in motivating this sub-
group of participants.
If we compare the models of motivated behavior for dyslexic and non-
dyslexic students, the main difference seems to be the lack of parental
inuence on motivation for the dyslexic learners. The comparison of the
amount of parental support received by dyslexic and non-dyslexic children in
studying foreign languages (Table 3) also shows that dyslexic children receive
less encouragement at home concerning language learning. The reasons for
this might be that, as dyslexic students experience difculties in acquiring L1
literacy skills, their parents provide more support for their children in L1
subjects and regard L2 learning as less important. Another explanation might
be that it is a widespread misconception that dyslexics cannot successfully
acquire another language, and therefore parents do not even make an attempt
to encourage their children to invest sufcient energy in language learning.
A nal explanation for the nding might be that, as dyslexia seems to be
hereditary (Grigorenko 2001), dyslexic students parents themselves might be
dyslexic and therefore, even if they might like to, might not be able to provide
the necessary help in language learning.
It is also important to discuss the variables that do not seem to play a
signicant role in directly affecting motivated behavior. In an interview study
we conducted with dyslexic language learners (Kormos et al. 2009), we found
that language learning experiences, instructional practices, and the teachers
attitude to accommodations had considerable inuence on students attitudes
to language learning and motivated behavior. From our survey data, however,
it seems that, except for dyslexic learners of English, these instructional
inuences do not contribute directly to effort and persistence in language
learning. It is possible, however, that indirect effects exist with the mediation
of language learning attitudes. If we carry out regression analysis with
language learning attitudes being the independent variable, we can see that for
all four samples, the scale of language learning experience is the best predictor
of students attitudes (English dyslexics Beta = .49, p < 0.001; German dyslexics
Beta = .60, p < 0.001; English non-dyslexics Beta = .61, p < 0.001; German
non-dyslexics Beta = .63, p < 0.001). These analyses suggest that external
motivational inuences stemming from the instructional setting have a direct
link with attitudes to learning, and it is through language learning attitudes
that they exert their inuence on effort and persistence in learning. If we
further examine the role of instructional practices by means of correlating
language learning experiences with the teachers role, it can be seen that there
is a strong relationship between how positively students evaluate their
language learning experiences in all four samples and their views concerning
the behavior and instructional methods of their teachers (English dyslexics r =
.59, p < 0.001; German dyslexics r = .57, p < 0.001; English non-dyslexics r = .65,
p < 0.001; German non-dyslexics r = .67, p < 0.001). These results indicate the
important inuence of contextual factors on language learning attitudes and
motivated behavior, and provide evidence for the situated nature of language
learning motivation.
Conclusion
Our results reveal that, regardless of which language the surveyed Hungarian
students studied and whether they had a diagnosis of dyslexia, one of the
most important direct predictors of how much effort they were willing to
invest in language learning was their image of themselves as language
learners. This shows that in the investigated setting, self-concept plays an
important role in inuencing motivated behavior. The ndings of our study
also indicate that language learning experiences and teachers behavior and
instructional practices affect students enthusiasm in language learning
indirectly with the mediation of language learning attitudes.
Our results suggest that dyslexic language learners display signicantly
less positive motivational characteristics than their non-dyslexic peers. This
difference is apparent in language learning self-concepts, attitudes, and
motivated behavior. The low level of motivation is likely to be caused by
dyslexic students difculties in language learning. Language learners with
dyslexia might easily get caught in a vicious circle because, owing to their
problems in language learning, they lose their motivation, which then might
lead to their experiencing further failures. The ndings also indicate that
dyslexic students seem to be in a disadvantageous position because they
receive less support from their parents.
As our study points to the important role teachers might play in
motivating students with dyslexia, it is essential that a wide range of
motivational strategies are employed in teaching dyslexic students, since
these learners need considerable effort and persistence, and the time they
spend with language learning in their academic and private life is longer than
in the case of non-dyslexic learners. It is also of great relevance that teachers
create learning situations and use language teaching materials that foster
students experience of success, however small it might be. Experience of
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weinkata@yahoo.com