3. 2023.

Abstracts in English

Studies

Papp, Melinda

How to tell stories to preschoolers? Effective methods of storytelling in preschool age

Researchers from many disciplines, parents and teachers alike, are concerned with the question of how to share stories with children in a way that holds their attention. This paper uses a cognitive pragmatics framework to address the question of what communication techniques and tools can be effective for sustaining attention in storytelling settings for preschool children. This paper presents the results of a questionnaire survey involving 106 preschool teachers. Another focus of the research is to investigate the metapragmatic awareness of preschool teachers as storytellers. 95% of respondents reported that they are prepared for storytelling as a communicative situation. This mental preparation contributes to the storyteller′s ability to communicate culturally relevant knowledge elements that are useful to children as effectively as possible.

Krániczné Szabó, Ágnes

Grammatical complexity of 4-6-year-old children′s semi-spontaneous narratives

The study analyses the syntactic complexity of 4-6-year-old children′s semi-spontaneous narratives with the methodology of Developmental Sentence Scoring. It seeks answers to the question of how the grammatical complexity of children′s narratives develops at certain ages, how the length of narratives and the speech rate change from year to year, and how grammatical complexity is affected if parents often read aloud to their children. Results showed that 6-year-old children produced narratives consisting of more words, which were also more complex grammatically, in a comparison with 4–5-year-olds. In case of children whose parents read aloud to them quite rarely, poorer results were obtained than in case of children whose parents read aloud to them every night. During the examination, large individual differences were observed. The development of the language level can affect later learning processes, so it is very important to make the appropriate development after early recognition of possible lags.

Workshop

Baditzné Pálvölgyi, Kata — Jakab, Levente

The potential of artificial intelligence in teaching: initial experiences and good practices

The aim of this paper is to review the pedagogical possibilities for integrating artificial intelligence into the learning-teaching process that can be easily implemented in the current educational environment and that can facilitate the work of teachers. The paper will explore the potential of AI in text editing and text generation, task generation and solving, and multimedia interfaces in planning, during lessons and independent learning. It will also address the limitations of AI, the problems of detecting the texts it produces and the ethical issues involved. The paper aims to encourage teachers to experiment with the effective and planned use of AI in their own teaching practice, based on the suggestions presented.

Jakab, Dorottya – P. Tóth, Teodóra

Experimental application of the rapid review method in linguistics. Literature review of empirical research in Hungarian on text production in schools

A literature review is an essential step in scientific research. Traditional literature review procedures are used in domestic academic work, while more detailed review practices are used in international literature. Systematic review and rapid review are review methods from the field of medicine with a rigorous methodology to explore and process scientific works related to a specific topic. As such reviews are not common in national practice, the primary aim of this study is to describe the methodology of systematic review and rapid review. In addition, the study presents an attempt to apply the rapid review method to the review of Hungarian scientific articles. The topic of the review is the teaching of text production in public education. The results of the experiment show why it would be important to produce more and more systematic reviews in Hungarian.