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DATA COLLECTION
code-switching. Each ‘yes’ response given to the statements was quantified as
one. The responses given to the question were then counted, and the statements
were classified into four categories relying on the author’s own interpretation
as statement A (“I disapprove of code-switching.”) reflecting a negative, purist
attitude; statement B (“I don’t mind code-switching, but I try not to mix
languages.”) reflecting a non-judgmental attitude but a lack of code-switching;
statement C (“I don’t mind code-switching, I also mix languages.”) reflecting a
non-judgmental attitude and the practice of code-switching; and statement D
(“I find it natural among bilingual speakers.”) reflecting a pragmatic attitude
to code-switching (Chapter 7).
In question 28, “Why do you go to the Hungarian club?” there were six
statements provided as possible answers to choose from. Each ‘yes’ response
given to the statements was also quantified as one. The responses given to
the question were then counted, and the statements were classified into five
categories adopting Dornyei and Clement’s seven-scaled classification of
motivations for learning different target languages’? such as statement A
(I like speaking Hungarian”) reflecting an affective dimension; statement B
(“I am interested in other Hungarians.”) reflecting an integrative dimension;
statement C (“Since we are Hungarians, we need to stick together.”) reflecting
ethnic affiliation; statement D (“I think it is important to cherish Hungarian
traditions.”) reflecting the dimension of cherishing heritage (language and
traditions); and statement E (“I am most comfortable among Hungarian¬
Americans who live here.”) reflecting the notion of bilingualism and
biculturalism (Chapter 7).
To question 31, “If you have (or if you had) children, is it important for
you that they speak Hungarian?” six statements were listed as possible
answers (“Yes, because ...”). In this part again, each ‘yes’ response given to the
statements was also quantified as one. The responses given to the question were
then counted, and the statements were classified into five categories adopting
Dörnyei and Clement’s seven-scaled classification of motivations for learning
different target languages?” such as statement A (“We might move back to
Hungary.”) reflecting an instrumental/pragmatic dimension; statement B (“I
think to be truly Hungarian one has to speak Hungarian.”) reflecting language
as identity; statement C (“Hungarian culture can only be transmitted in
Hungarian.”) reflecting language as culture; statement D (“It is important that
they (children) can communicate with the relatives back home.”) reflecting the
dimension of ‘significant others’; and statement E (“Their life is richer if they
can speak Hungarian as well.”) reflecting an affective dimension (Chapter 7).
26° Dornyei — Clément, Motivational characteristics of learning different target languages, 400
20 Dérnyei — Clement, Ibid., 400