Perceived components of Ukrainian language motivation

Each interviewee agreed that the role of parents is very important in enhancing the learners’

motivation to learn the state language. Susanne says that very much depends on the attitude of parents to language learning, which is in line with Donitsa, et al.’s (2004) conclusions: “It is a very big advantage if parents motivate [their kids]. Perhaps somewhere it will help you, or even that this is necessary for you, and it will be easier for you, I didn’t speak it, and it was harder for me” [Interview with Susanne, p. 3].

Paula is certain that there is a difference between parents who live in towns and those who live in villages:

In those towns, urban schools, it can be that it is not the child who wants it as much as parents urge him/her. It is a must, you must, if you want to master a profession, but in villages parents are not really interested in that. Not all of them, but there are only a few parents, who say, child you have to understand it, you have to study, you have to master a profession [Interview with Paula, p. 3].

Herbert joins to the same train of thought, by saying: “Those parents who are interested in their children’s further studies because they also did so, and thanks to God there are more of such parents. Many parents hire private teachers for children to provide extra studies of languages” [Interview with Herbert, p. 7].

Dorothy talks about a tripartite relationship of society, school and parents, by emphasizing the need for parents to talk about language learning with their kids:

Of course, it goes on in the family, if her parents at home have conversations with the kid, that living in the territory of Ukraine, besides your native tongue that you have to respect, learn and speak, it is

necessary to study Ukrainian, and explain why it is important, and show positive feelings, then children will understand it. It has to be a complex triangle-family, society and school [Interview with Dorothy, p.

2].

The role of teachers, especially of dedicated, up-to-date teachers, was also emphasized as a motivating factor which has a huge reputation in the research literature as well as the role of speaking and computer-related facilities (Csizér & Kormos, 2008; Hardré, et al., 2008;

Kormos & Csizér, 2010); therefore they won’t be detailed here.

Other comments made by respondents in connection with L2 motivation were divided into two groups. One of the groups describes the role of perceived visions of learners, while the other deals with awareness of the need and importance of Ukrainian.

Paula claims that most of the learners don’t want to continue with studying: “It seems to me, that it is partly because that they think they don’t need it. They just simply reply by saying they don’t higher educational establishment, they will just work. Now, there are only two students who want to continue their studies” [Interview with Paula, p.8].

Dorothy claims that 14-16 year olds don’t have any intentions at all regarding their future plans: “When man is being formed, that is at the age of 14, 15, no one can say, what s/he needs, what s/he doesn’t need. But the main task is: there are many sciences, a wish to get familiar with all, step-by-step, because at the age of 15 even at the age of 17 one cannot say what s/he needs” [Interview with Dorothy, p. 3].

Dorothy also says that learners are ready to expand more effort towards studying if they look at their future as somehow related to Ukraine. She brings the example of one of her former students to support her opinion:

My son is studying in Uzhhorod and he has a coursemate, who finished our grammar school. He says, that he is very clever and he was asked why he didn’t go to Hungary, he is so clever, and it is hard for him. And as I said, interestingly, he said he wants to be in Ukraine. That is, it is hard for him, but he is studying the language, he wants. And perhaps he likes living here, his parents work here, and he claims that it is necessary for him. Perhaps, it would be easier for him to study somewhere in Hungary, he is good at Physics, Mathematics and all these are quite difficult after he studied here, to study in Uzhhorod.

But he is working hard and wants, as he sees himself in Ukraine. If you see yourself here, then it is necessary to know the language [Interview with Susanne, p. 3].

Three out of the four respondents agree that teachers can affect the visions, plans of the learners by bringing examples, they know. As it was mentioned earlier in the case of English, the same holds true for Ukrainian. Teachers-respondents of the present study seemed to be aware of the importance success stories play in affecting learners’ motivation and therefore often applied this technique even during the interview sessions. They tell their learners stories about Hungarian learners who managed to learn Ukrainian and by that got closer to realizing their own dreams. Consequently, based on their own experiences Susanne, Dorothy and Paula emphasize the relevance of teachers bringing examples for their learners to stimulate them to learn Ukrainian.

Dorothy considers the role of parents to be of great importance in shaping the learners’

future visions. Paula also admits that the role of parents is huge in affecting their kids’

ambitions and she also looks at the parental factor as one factor that makes a difference between town and village learners in terms of their attitude towards further studies. Bartram (2006) in her qualitative study including secondary school pupils from England, Germany and the Netherlands supports the idea that there is an “ association between parent and pupil views, and that the broad alignment in each national context highlights the potential power of parental influence on learning attitudes” (p216).

The other subgroup includes quotes related to awareness. Respondents talked about the awareness of teachers, students, parents and of the state. Regarding parents’ awareness, participants found it important that teachers should be well-equipped with reasons for learning the given language.

All respondents agree that to be aware of the importance of Ukrainian plays a crucial role in motivating learners to learn the state language. Dorothy seems to be sure that

school-school-leavers are already aware of that that one has to know many languages, so as to adapt comfortably to life situations” [Interview with Dorothy, p. 1].

Interestingly Dorothy and Paula also talked about the awareness of the state; however, they approached it from two different points of views. Dorothy firmly stated that Ukraine provides a lot of educational materials to help the language education of minority learners:

I think that great attention is paid on the side of those who live and are interested in education, educational programmes are published, course books are published, practicing teachers are invited, programmes are worked out, and that is why I think that great attention is paid so as for Hungarian learners became easier to learn Ukrainian language [Interview with Dorothy, p. 2].

Paula is certain that conditions would improve if kids would see that the state needs them and also their ability to work and if they could find work opportunities in the territory of Ukraine: “If they could see that the state needs them, that here they can work somewhere, can study, that not as much money needed to be paid for education” [Interview with Paula, p. 8].

Finally, parents’ awareness is mentioned. While both Herbert and Susanne report on the presence of parents’ turbulence with their kids, Paula contradicts this by saying that it is only a very low percentage of parents who really care about their kids’ present and future studies.