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The research is a cross-sectional study that investigated three groups of learnersfrom Budapest because this is the city that owns the largestpopulation in Hungary and it is similar in some way to majorEuropean cities so that it can avoid the results from being toolimited, which only can be treated as a Hungarian result.The participants are chosen by criterion sampling. Forsecondary school students, they choose students both frompublic school and private school, and the students are chosenby average quality of teaching and average grades of theirown. Moreover, their ages are almost the same; for universitystudents, they are from universities and colleges and froma wide range of majors they are doing; the adult learnersfall into two groups: students taking company courses andstudents enrolled in language school. And they also comefrom different occupations.The material they used for their study is questionnaire.76 questions are for both secondary school students anduniversity students while 72 questions are for adult learners.The questions are aimed to find out the most important factorsin L2 learning motivation that were identified in previousresearch, and instrument included three new variables thathave not yet been empirically tested in survey studies: IdealL2 Self, Ought-to L2 Self, and International Posture.The questions are divided into two different categories:for question 1-20, participants have to indicate on a 5-pointscale to what extent they agree and disagree with thestatements. The questions intend to cover the four variables:integrativeness, instrumentality, cultural interest and vitalityof the L2 community; questions 21-69 have to be answeredon a 5-point Likert scale where students have to mark to whatextent the statements characterize them. These questionsmeasure the following constructs: Linguistic self-confidence,language anxiety, classroom anxiety, milieu, parentalencouragement, language learning attitudes, internationalposture, Ideal L2 Self, Ought-to L2 self and motivatedlearning behaviour (Kormos & Csizer, 2008:336). Thelast part of the questionnaire contains questions about thestudents’ background.As for the data collection, all the questionnaires werecomputer coded and SPSS was used to analyzing the data.Because the data were normally distributed, they appliedparametric procedures. The level of significance was set forp<0.5, and when necessary they would use the Bonferronicorrection procedure.They make 11 tables in total to do the four analyses,namely, the main dimensions of analysis, comparativeanalysis of the motivational scales, relationships amongthe motivational scales and relationships between themotivational scales and the criterion measure.

2 Evaluation

This paper develops a new area of motivation studywhich states that learners at different ages might havedifferent interests and motivations to learn. And the dataanalysis is also completely discussed not only in regard to themeaning of statistics but to the relationships between statisticsas well. During the procedures of the experiment, all theparticipants are chosen for particular purposes for the studytrying to be as objective and scientific as they can; and all thequestions designed are also closely related to the aim of theirstudy.Another writer’s paper about motivation for learnerscarries out a study aiming to find relationship between self-efficiency and motivation. The procedures are almost 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。