2024. április 15–19.

Egyetemi Anyanyelvi Napok

2024. április 20.

Eötvös József Kárpát-medencei középiskolai szónokverseny

2024. április 24. – május 3.

A magyar nyelv hete




Nemzeti Kulturális Alap

Magyar Nyelvtudományi Társaság

Magyar Nyelvtudományi Társaság Magyartanári Tagozat

Eötvös Loránd Tudományegyetem Bölcsészettudományi Kar Szakmódszertani Központ

Magyar Tudományos Akadémia Könyvtár és Információs Központ

4. 2011.

Abstracts in English


Váradi, Viola

The pedagogical aspects of the comparison of read and spontaneous speech


This study compares the characteristics of the two most extreme speech modes, read and spontaneous speech, from phonetic and psycholinguistic perspectives. The differences between the two speech modes appear both at segmental level (e.g., sound duration and coarticulation) and at suprasegmental level (e.g., temporal features, tone, pause duration, and frequency and type of pauses) and they originate in different speech production mechanisms. The knowledge of the acoustic features of various speech modes also has pedagogical relevance, for instance, when teachers compile text comprehension tasks, teach note-taking techniques and writing composition, or when they raise students’ awareness of speech. Besides, teachers also need to give a good example to students by displaying speech modes in appropriate ways.




Major, Hajnalka

The argumentative task at the advanced level school leaving exam in Hungarian language and literature

An investigation from a rhetorical perspective


This study investigates a number of assignments that were completed in the section ’Reflecting on a phenomenon’ of the advanced level school leaving exam in Hungarian language and literature in 2011. The investigation of the argument types of classical rhetoric shows that the most frequent type of argument is ad hominem circumstantial. As for fallacies in classical rhetoric, most of them are caused by the linguistic realization of cognitive operations. Following the Toulmin method, it can be observed that the arguments of students contain mainly facts and statements, which in many cases are unrelated to each other. The study analyses the assignments also from a cognitive psychological perspective. It points out defects in uninterruptedness and convergence, which can be explained by the fact that students avoid writing drafts.




Scheuring, Flóra

The investigation of a type of teacher question from the perspective of discourse grammar


This study investigates the direct question type that contains the Hungarian particle -e. This question type, an element of questioning and questioning culture, is a core ingredient of teacher communication. The aim is to analyze the utterances that contain the question particle -e: to introduce the speech acts performed with these utterances, to show the frequency of these speech acts connected to the utterances, and to explore how the analyzed questions accumulate. This study is embedded in a larger research project where the elements of / teacher communication are investigated. The whole research, including this study is carried out by analysing video lessons at schools of various types. The study discusses the results and the individual characteristics of the use of the question particle -e.





Fehér, Éva – Galuska, László

The necessary minimum: educational theatre and drama
from Ákos Fodor’s poems


This study investigates the creation of a theatre performance that has been formed according to the methods and objectives of educational drama, theatre, and complex art education. Staging has been a creative process: various disciplines and arts have been applied at the same time. The performance aimed not only at education, transmission of lexical information, and associative text interpretation, but its goal was also to share experiences that raise the curiosity of the audience about haiku and Ákos Fodor’s work and to transform the audience into readers. The study emphasizes the meeting of haiku with modern European and Hungarian literature. It also discusses the role of this genre in shaping the values of adolescents.




Parapatics, Andrea

About dialects in a positive way – also at school


This study deals with teaching dialects, an important topic that has been strongly neglected in first language teaching so far. After a theoretical introduction, it presents specific exercises. One group of the exercises aims to form a positive attitude towards dialects and it does so in an indirect and playful manner. The rest of the exercises shows students the phonological, morphological, and syntactic characteristics and the colourful vocabulary of dialects and of smaller regional varieties by using contrastive methods. The exercises are based on diverse learning organisation methods (individual, pair, group work and project method). Besides providing dialectological knowledge, they develop the reading and listening skills of students, their competence to use dictionaries, their emphatic and organizational skills, their tolerance, and aesthetic sense.




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