Naptár

2023. április 27–29.

AHEA – American Hungarian Educators Association

 

Tovább...

 

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

3. 2017.

Abstracts in English

Studies

Holecz, Margit – Ökrös, Ferenc – Bartha, Csilla

The linguistic and language socialization factors of the Deaf and the hard of hearing’s personal success and their success on the labor market

 

In the present study, without any previous research done in this field in the country, our aim was to identify which linguistic, language socialization and language use factors decrease and increase the Deaf’s opportunities and economic activity at the labour market, as well as to show the close connection between language planning in the family and at school and the language of education, the methodological questions related to success at the labour market. The results of the survey confirm that the early (visual) language access and language socialization play a critical role in terms of later successfulness. Similar to our earlier research, this study has also revealed and proved in practice the questionable nature of successfulness of accessible education today, as the interpretation of questions and certain concepts has caused serious difficulties even for respondents with a matura examination or a higher qualification.

 

 

 

Imreh, Réka

Teaching methodological questions related to  language-affinity attempts in layman´s term

 

The Finno-Ugrian origin of Hungarian language is a frequent topic of everyday speaking today. Some non-professionals interested in language deny the findings of linguistics and propose new relations between languages; their aim is to reconstruct the history of Hungarian language and people that they believe to be wrong in order to strengthen the national consciousness. The first half of the study introduces the common features of pseudoscientific theories and discusses the possible reasons of this phenomenon. The second half discusses issues of laymen’s theories of language affinity related to teaching. The study aims to answer the question how to handle the discussed phenomenon in the classroom, how to prevent the spread of pseudoscientific beliefs, and for what kind of teaching aims they can serve as tools. A further aim of the study is to point out a social phenomenon in the handling of which education takes much responsibility.

 

 

 

Workshop

Juhász, Valéria – Kálló, Veronika

Developing syllable awareness at the age of pre-school and primary school years

 

 

Several studies on the cognitive components of learning reading have shown that the developmental age of phonological awareness at the early ages (4-8 years) has a significant predictive effect on the success of learning reading. However, we cannot be satisfied with the changes in practice. One reason might be the extent the kindergarten undertakes school-preparation. Using this age that is very sensitive in terms of phonological awareness might be institution- and age-dependent, regarding the selection of the difficulty level of methods and exercises related to sub-skills while considering cognitive maturity. Recent research confirms the necessity of the first phase of phonological awareness, i.e., the development of syllable awareness at the kindergarten. The aim of the present study is to introduce the developmental steps related to cognitive development at pre-school and primary school as well as the spectrum of exercises developing phonological awareness.

 

 

 

 

Kresztyankó, Annamária

The language use and practice of Gipsy pupils and their teachers

 

This study deals with linguistic inequality in classroom. This classroom discourse analysis investigates the language use of Gipsy children at a primary school in Budapest—with classroom observation and interviews done with pupils and their teachers. The aim of this study is twofold: on the one hand, to point out the linguistic conflicts between the school and the children and the linguistic aspect of teacher’s evaluation. This research also emphasizes the connections between the observed linguistic differences (non-standard language use, such as “suksük” or a different conjunction paradigm) and the success at school. In addition, it also points out that the type of the teacher’s corrections when teachers evaluate the children’s linguistic behaviour arising from their different socialization pattern to be corrected. On the other hand, another aim is to show both in theory and practice the connection between multicultural pedagogy and linguistic behaviour.

 

 

 

Grund, Ágnes

Student portfolio as a motivational tool in first language education

This study provides an overview of the situation of the subject Hungarian language within the framework of attitude analyses toward this subject carried out in Hungary. The importance of attitudes toward first language education as factors having an influence on learning and performance are disussed. Furthermore, the study examines the subject-centred student portfolio, it gives an overview of its main features and general characteristics, then the possibilities of using the portfolio for generating a positive effect on student attitude are analysed. After that a portfolio on the subject of Hungarian language with student products is introduced which has been prepared in the topic of the subject and the predicate in grade seven to facilitate learning. After the detailed introduction of the exercises and the analysis of the prepared materials, this study also quotes from the students’ reflections. These reflections support the hypothesis that the use of student portfolios can contribute to strengthening the positive attitude toward Hungarian language classes.

 

 

 

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