The role of attitudes in the development of Russian as a foreign language: A retrospective study

Main Article Content

Szilvia Bátyi


The article reports the findings of a retrospective study which looked at Hungarian learners’ attitudes towards Russian people, the Russian language and teachers of Russian. Mixed-methods sequential explanatory design (Ivankova, Creswell, & Stick, 2006) was applied which combines the collection and analysis of quantitative and qualitative data in two consecutive phases. First person accounts turned out to be a useful and relevant resource for exploring individual differences in proficiency in Russian. Differences in attitudes appear to play a role in the developmental process, but to what extent this refers to attrition or non-acquisition is unclear.


Download data is not yet available.

Article Details

How to Cite
Bátyi, S. (2017). The role of attitudes in the development of Russian as a foreign language: A retrospective study. Studies in Second Language Learning and Teaching, 7(1), 149-167.
Author Biography

Szilvia Bátyi, University of Pannonia, Veszprém

Szilvia Bátyi got her PhD from the University of Pannonia in Veszprém, Hungary in 2011, and in 2012 she joined the academic staff of the Department of Applied Linguistics at the same university where she works as an Assistant Professor. She participated in several projects, edited books and volumes, attended and organised international conferences and teaches at the BA, MA and PhD levels. Her research interests include bi- and multilingualism, linguistic landscape and language attrition.


  1. Bátyi, Sz. (2015). Foreign language attrition: Elicited TOT phenomena. In J. Navracsics & Sz. Bátyi (Eds.), First and second language: Interdisciplinary approaches (pp. 47-60). Budapest: Tinta Könyvkiadó.
  2. Bátyi, Sz. (2017). The impact of attitudes on language retention of Russian as a foreign language in Hungary: Some lessons to be learnt from attrition studies. In S. E. Pfenninger & J. Navracsics (Eds.), Future research directions for applied linguistics (pp. 268-285). Bristol: Multilingual Matters.
  3. Bognár, A. (2008). The situation of modern language learning and teaching in Europe: Hungary. State education at primary and secondary level (age 6 to 19) (ECML report). Retrieved from
  4. Csillagh, V. (2015). Global trends and local realities: Lessons about economic benefits, selves and identity from a Swiss context. Studies in Second Language Learning and Teaching, 5, 431-453.
  5. De Bot, K., & Stoessel, S. (2000). In search of yesterday’s words: Reactivating a long forgotten language. Applied Linguistics, 21, 364-384.
  6. Dex, S. (1995) The reliability of recall data: A literature overview. Bulletin of Sociological Methodology, 49(1), 58-89.
  7. Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Clevedon: Multilingual Matters.
  8. Enyedi, Á., & Medgyes, P. (1998). ELT in Central and Eastern Europe. Language Teaching, 31, 11-12.
  9. Gardner, R. C. (1985). The Attitude Motivation Test Battery manual. University of Western Ontario.
  10. Goodman, L. A. (1961). Snowball sampling. Annals of Mathematical Statistics, 32(1), 148-170.
  11. Gutek, B. (1978). On the accuracy of retrospective attitudinal data? Public Opinion Quarterly, 42(3), 390-401.
  12. Hlavács, J., & Rhédey, Gy. (1969). Orosz Nyelvkönyv [Russian textbook]. Budapest: Budapest Kiadó.
  13. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
  14. Ivankova, N., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20.
  15. Kecskés, I. (1986). Orosz Nyelvkönyv [Russian textbook]. Budapest: Tankönyvkiadó Vállalat.
  16. Kimura, Y., Nakata, Y., & Okumura, T. (2001). Language learning motivation of EFL learners in Japan: A cross-sectional analysis of various learning milieus. JALT Journal, 23(1), 47-68.
  17. Köpke, B., & Schmid, M. S. (2004). First language attrition: The next phase. In M. S. Schmid, B. Köpke, M. Keijzer, & L. Weilemar (Eds.), First language attrition: Interdisciplinary perspectives on methodological issues (pp. 1-43). Amsterdam: John Benjamins.
  18. Lendvai, E. (2005). The Russian language in Hungary: Yesterday, today, tomorrow. In Á. Borgulya (Ed.), The enlarged EU: Cross-cultural and communications aspects (pp. 103-14). Pécs: University of Pécs, Faculty of Business and Economics.
  19. Littlewood, W. (1984). Foreign and second language learning: Language acquisition research and its implication for the classroom. Cambridge: Cambridge University Press.
  20. Molnár, Gy. (1996). Megszállók homályban. A Szovjet hadsereg Magyarországon 1944-től 1991-ig [Invaders in gloom. The Soviet army in Hungary from 1944 to 1991]. Beszélő, 8.
  21. Pető, A. (2014). Az elmondhatatlan emlékezet: A szovjet katonák által elkövetett nemi erőszak Magyarországon [The unspeakable memory: Rapes committed by the Soviet soldiers in Hungary]. RUBICON, 25(2), 44-49.
  22. Singleton, D., & Pfenninger, S. E. (2015). Insights from a mixed methods approach with respect to age and long-term instructed language learning. In J. Navracsics & Sz. Bátyi (Eds.), First and second language: Interdisciplinary approaches (pp. 11-21), Budapest: Tinta Könyvkiadó.
  23. Szilágyi, E., & Oszipova, I. (1989). Шаг Bперёд [Step forward]. Budapest: Tankönyvkiadó.
  24. Szilágyiné Hodossy, Zs. (2006). Általános iskolai idegennyelv-oktatás: Történet, elemzés (1945-1995) [Foreing language teaching in primary schools: History, analyses (1945-1995)]. Budapest: Eötvös József Könyvkiadó.
  25. Terestyéni, T. (1995). Helyzetkép az idegennyelv-tudásról [The state of foreign language proficiency]. Jel-kép, 2, 47-60.
  26. Ungváry, K. (2002). A menetrend: Magyarország szovjetizálásának kérdései [The questions of the sovietisation of Hungary]. RUBICON, 13(10), 51-55.
  27. Vágó, I. (2000). Az idegennyelv-oktatás fő tendenciái a 80-as és 90-es években [Main tendencies of foreign language teaching in the 80s and 90s]. Educatio, 4, 668-690.
  28. Vígh-Szabó, M. (2015). A kontrasztív szemlélet az észt mint idegen nyelv tanításában és egy készülő segédanyag tervezete [The contrastive approach in the teaching of Estonian as a foreign language and the draft of a teaching aid]. Folia Uralica Debreceniensia, 22, 311-325.