Oldal 140 [140]
OCR
CHAPTER 7 FINDINGS heritage (2696) and the integrative dimension (2696) of attending the Hungarian club are the most significant followed by the affective dimension (219), biculturalism (16%), and ethnic affiliation (11%). Asa conclusion, the motivation for G1 respondents to attend the Hungarian Club is dominantly of affective nature. It reinforces the findings of previous studies that the attitude of G1 speakers to the culture and to the language of their home country is more of an emotional nature’**. Meanwhile, for G2 respondents, it is mainly associated with the heritage and integrative function of the language and culture of their parents. Motivation for cherishing Hungarian language and passing on Hungarian traditions Question 31a examines motivation for teaching Hungarian to children. It also reflects the underlying nature of the motives in passing on Hungarian language and traditions. Subjects could select from five plus one statements to question 31a “If you have (or if you had) children, is it important for you that they speak Hungarian?”: A) “We might move back to Hungary”; B) “I think to be truly Hungarian, one has to speak Hungarian”; C) “Hungarian culture can only be transmitted in Hungarian’; D) “It is important that they can communicate with the relatives back home’; E) “Their life is richer if they can speak Hungarian as well”; F) Other. The responses given to the statements have been quantified and categorized according to the underlying motive reflected by the content of the sentences (see Chapter 6). With a view to analyzing intergenerational differences, Gl and G2 motives have been contrasted. Table 39: Motives in passing on the Hungarian language in the G1 vs. G2 groups Statement Statement Statement Statement Statement A B Cc D E (AffecResponses co. . (Instrumental/ | (Language | (Language | (Significant tive) pragmatic) as identity) | as culture) others) Gl ‘yes’ responses 6 (10%) 10 (16%) 12 (19%) 17 (27%) 18 (28%) (N=63) G2 ‘yes’ responses 0 4 (21%) 3 (16%) 4 (21%) 8 (42%) (N=19) 83 Tannenbaum, The multifaceted aspects of language maintenance, International Journal of Bilingual Education and Bilingualism, 384 * 138 ¢
