There are two points that coincided in the data obtained from two different sourc-es. The fi rst is the presence of instrumental reasons for language learning in both datasets. Confi rming the fi ndings of the questionnaire study, respondents of the interview project also listed several instrumental reasons that affect learners’ mo-tivation to learn two different languages. They associated English with better job opportunities, good marks and other pragmatic values (e.g.: understanding lyrics, computer games, manuals), whereas they named environment-specifi c instrumen-tal (e.g.: passing the entrance exam, get understood in offi ces, obtain a driving license) values regarding Ukrainian.
Another point of interest (that appeared only in connection with Ukrainian) might be that respondents referred to the concept of ‘awareness’. Respondents emphasized the need to raise awareness of the pragmatic values knowledge of Ukrainian offers among teachers, parents, learners. The presence of the ought self as a representation of meeting expectations might point to the presence of such an awareness in both data sources.
Respondents of the interview study attributed huge roles to language teachers.
They claimed that language teachers affect the learners’ future visions to a great extent by communicating perspectives, opportunities that language knowledge of-fers to the learners. They also highlighted teachers’ role in collecting and sharing success stories to keep their learners’ ideal self as a vivid image (Dörnyei, 2009).
The defi ciencies present in the Ukrainian language teaching syllabus was an-other frequently mentioned topic among the specialists. They frequently attrib-uted learners’ low level of language knowledge to the lack of language education management. Both Ukrainian and English educational specialists argued for fun-damental changes in the language teaching process in Ukraine.
BEATRIX HENKEL, PHD
Absence of direct reference to and numerous misunderstanding of the concept of the ideal and ought selves might suggest that even the participants themselves do not have a well-developed vision of possible future selves even though they can already name some benefi ts knowing the state language offers. In the case of English language motivation the situation is less promising. Besides, some gen-eralizations, participants could not come up with valid examples for demonstrat-ing the real benefi ts of English knowledge in the long run. One of the respond-ents even admitted that she is not aware of the advantage that English knowledge might give to Transcarpathian Hungarian learners.
7 Conclusions
The present study is aimed at exploring the common elements in two language motivation constructs of ethnic minority learners in Ukraine. To achieve this aim a mixed-method research design was constructed including a questionnaire and a qualitative small-scale interview study. Regression analyses pointed out that basically four factors affect Ukrainian and English language learning motiva-tion of Hungarian school-leavers. Their envisioned possible future self that has its achievement and career related side as well as its duty focused other side ex-plained the large part of the motivation constructs. Language learning attitudes having strong links with both aspects turned out to be the second most relevant factor. Finally, milieu that is the infl uence and attitude of signifi cant others hugely affects the reasons why learners pursue language studies. As far as motivation to learn Ukrainian is concerned milieu referred to the role of parents, whereas the opinion and support of friends was found to inspire English studies to a great extent.
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