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THEORETICAL BACKGROUND
Eck 2009), films (Lin 2002, Seferoglu 2008), and listening to music (Chou 2014,
Macancela et al. 2016, Tegge 2018). However, empirical research (cf. Lajtai
2020) investigating the impact of EE activities on learners’ L2 learning moti¬
vation in the Hungarian context is scarce.
The aim of this and the subsequent sections is to provide an overview of
Déornyei’s (2005) second language motivational theory, namely the Motivation¬
al Self System Theory, which was chosen as the main motivational theoretical
framework for this research. The reason for choosing this theory lies in the
fact that it is one of the most cited L2 motivational theories and has been
empirically validated by several researchers in several contexts, including the
Hungarian one; therefore, it was found to be adequately describing the L2
learning motivation of Hungarian secondary school students.
Following this, the second part of Section 2.3 presents some of the further
key predictors of L2 motivation, such as L2 anxiety, L2 willingness to commu¬
nicate, cultural interests, intercultural orientation, perceived importance of
the English language, which are believed to have an impact on learners’ mo¬
tivation in the context of extramural activities. Finally, several studies address¬
ing the impact of these components on motivation in the context of EE activ¬
ities are also presented.
2.3.1 Dérnyei’s L2 Motivational Self System
In the field of applied linguistics and Second Language Acquisition, second
language motivation (L2 motivation) was first characterized by the work of
Lambert and Gardner and their associates in the early ’70s. In their research,
Gardner and Lambert (1972) examined the Canadian social situation, where
two major communities live together, namely the Anglophone-speaking Eng¬
lish and the Francophone-speaking French. They investigated the motivations
of the members of these communities to learn one another’s L1. Henry (2012)
asserts that Gardner’s subsequent research led to the realization that interest
in the other community’s L1 and positive attitudes to the other community
indicated one’s strong desire to be part of the other community, which Gard¬
ner (1985) called integrative motivation. However, there is another, utilitarian
dimension associated with Gardner’s (1985) theory, in which motivation to
learn the other community’s L1 is centered around the benefits that speaking
a language may ensure for an individual (a better job or position, a better sal¬
ary, etc.), which is called instrumental motivation.
The importance of the English language is continuously growing due to
globalization processes, which results in the English language becoming a
required skill (Ushioda—Dornyei 2017) in the labor market and in everyday
+ 31 e