Oldal 118 [118]
CHAPTER 6 METHOD
Question 31b inquires about the opposite of question 31a, that is the lack of
interest in cherishing Hungarian language and passing traditions to children,
“If you have (or if you had) children, is it important for you that they speak
Hungarian?”. Similarly, six statements were provided as possible answers to
this question: “No, because ... ”.
Each ‘no’ response given to the statements was also quantified as one.
Ihe 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 (“Hungarian can only be used in Hungary.”) reflecting
an instrumental/pragmatic dimension; statement B (“One does not need to
speak Hungarian to be Hungarian.”) reflecting language as identity; statement
C (“Hungarian would only interfere with their ability to acquire English
perfectly.”) reflecting a conflict between Hungarian and English languages;
statement D (“Sooner or later English will replace small languages such as
Hungarian.”) reflecting a pragmatic/instrumental dimension; and statement E
(“I would want them to be fully integrated in the American society.”) reflecting
an integrative dimension (Chapter 7).
Questions 29 and 30 inquire about the emotions associated with speaking
Hungarian and English. The following six options were provided as possible
responses to the questions: “How do you feel when speaking Hungarian/
English?”, I feel ‘proud’; ‘frustrated’; ‘uncomfortable’; ‘good’; ‘natural’; and
‘other’.
Alike in the previous subsection, each ‘yes’ response given to the emotions
was also quantified as one. The responses given to the question were then
counted and presented in line graphs (Chapter 7).
In question 32, subjects were asked to finish the following sentence: “Being
a Hungarian-American ... “. Here the responses vary individually. However, in
order to get comparable responses, they — relying on their underlying content —
have been classified into four groups. Responses reflecting an overwhelmingly
negative feeling have been attributed (1), responses expressing that being
a Hungarian-American is better than being a Hungarian (or Slovakian)¬
Hungarian has been provided a (2), the ambivalent feeling has been attributed
a (3), and the overwhelmingly positive feeling attached to being a Hungarian¬
American has been attributed a (4) (Chapter 7).
271 Dörnyei — Clement, Ibid., 400
* 116 +