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

1. 2021.

Abstracts in English


Parapatics, Andrea – Lengyel, Zsófia

Examining regional language background and motivation for learning a second language: Results of an experiment


The study examines rural vocational high school students from two linguistic perspectives: it assesses their knowledge of native provincialisms and their attitudes and motivations to learn English. The primary tools of the study were questionnaires: a self-edited questionnaire of provincialisms which were selected from the 99 authentic provincialisms from the Atlas of Hungarian Dialects from around the research area, an AMTB test adapted to the Hungarian language, a self-edited attitude test; and in addition, some interviews help understand the quantitative data. The results provide additional information on the discourse on students′ regional language background and foreign language learning motivations. The final chapter of the study examines the possible connections between the two studies based on the conclusions of the international literature. Although the preliminary hypothesis was not entirely confirmed in the narrow sample, the study raises attention to an important, timely, but previously unresearched area among Hungarian native speakers.




Juhász, Milán

Judging evaluation criteria for argumentative essays based on the opinions of beginner and experienced teachers


The aim of the present study is to find out what might be the reason for the differences in the assessment of argumentative essays. The central question of the research is whether the reason for the differences might be the fact that teachers judge the various evaluation criteria in a different way. The study compares the results of two groups (beginner teachers with 1–5 years of experience and experienced teachers with 9–34 years of experience). Both groups had to judge the importance of the same text assessment criteria on a five-grade Likert scale. Differences between groups were statistically confirmed by the Mann–Whitney U-test. From the results, we can conclude that there is a significant difference between the assessments of the two groups in the importance of content, structure and language sophistication, which is significant in many cases. Beginner teachers considered most of the assessment criteria more importance than their more experienced colleagues.




Grund, Ágnes

Teacher trainees’ oral evaluation of students in the classroom


Acquisition of effective oral evaluation strategies that support learning might be difficult for beginner teachers. The aim of the research is to examine the teachers’ oral evaluation in classroom discourse on the bases of recordings of teacher trainees’ lessons, and also to determine the types of evaluating utterances appearing in teachers’ turns. The study shows the different types of the teachers’ evaluation utterances in the frontal lesson sections on the bases of video recordings of 4 lessons and their transcripts according to the speech acts. It attempts to identify the characteristic features of verbal assessment strategies by analyzing students’ responses and the types of utterances which appear in teachers’ turns. The research contributes to the further examination of motivating assessment strategies which might play an important role in the positive change of student activity and learning outcomes.





Andl, Helga – Arató, Ferenc – Orsós, Anna – Varga, Aranka

This is how we develop – The effects of the Let’s Teach for Hungary program on university students


The University of Pécs also joined the Let’s Teach for Hungary! mentor program. In the program university students mentor upper primary students from country schools of disadvantaged regions – encouraging them to continue their studies. The present study examines the impact of mentoring underprivileged students on university students by content analysis based on student reflection documents. Are there any benefits of the program that carry positive effects for students doing different majors, including future teachers? It analyzes students’ experiences from four aspects: comparing aims and experiences, interpreting mentoring and success, formulation of emerging dilemmas and questions, and changes in self-reflection on elements of emotional intelligence.




Hollóy, Zsolt

Teaching slang as a language version with digital tools


The topic of language and society is an essential part of today’s high school’s first language lessons. An important aim of the National Curriculum is to ensure that the students’ communication skills develop appropriately during their secondary studies, and sociolinguistics also plays an important role in this. The examination of social language versions, especially the knowledge of the more and more widely spread slang, might contribute greatly to the students’ adequate utterances in every communicative situation. The study examines how the use of digital tools might be effectively integrated into teaching the topic of slang. In addition to a short theoretical introduction to teaching slang and the use of ICT-tools in lessons, it also provides several tasks. The tasks all reflect a 21st century pedagogical approach, and they might be applied to the transfer of new theoretical knowledge, repetition and practice. The ICT tools used for the tasks encourage students for individual learning and activity, and this way they can acquire the topic of slang in a familiar environment.




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