Page 117 [117]
OCR
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 HungarianAmericans 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
