Motivation zum Russischlernen?

Abstract

The multidimensional concept of foreign language motivation can be approached from various perspectives. One of them is the motivational subsystem encompassing the external context of language learning. The current article aims to uncover possible motivating factors for learning Russian in Germany and Austria from a historical perspective. Thereby, the main focus lies on the period after World War II (1946–2018). Based on the literature research and statistical data of school children learning Russian, the article analyses institutional Russian language learning conditions by specifying the social, political, economic, and educational framework. The article explores the following question: Which external factors could motivate or demotivate young people to learn Russian?

Keywords

• motivation, historical and educational framework, demotivation