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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 sevenscaled 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 HungarianAmerican has been attributed a (4) (Chapter 7). 271 Dörnyei — Clement, Ibid., 400 * 116 +
