Research in foreign language education in Hungary (2006–2012)

2014 ◽  
Vol 47 (4) ◽  
pp. 504-537 ◽  
Author(s):  
Péter Medgyes ◽  
Marianne Nikolov
Keyword(s):  
Foreign Language ◽  
Scientific Inquiry ◽  
Academic Career ◽  
Language Education ◽  
Foreign Language Education ◽  
Research Community ◽  
Quarter Century ◽  
The Past ◽  
Research Areas ◽  
Fertile Ground

In the past quarter century, Hungary has offered fertile ground for innovative developments in foreign language (FL) education. The appropriate, albeit disparaging, label applied to Hungary in the mid-1970s – ‘a land of foreign language illiterates’ (Köllő 1978: 6) – no longer applies. In the wake of the dramatic changes of 1989, the number of FL speakers rose quite rapidly. As a beneficial side-effect, applied linguistic and language education research, areas which used to be relegated to the lowest rung of the academic ladder, began to be recognised as legitimate fields of scientific inquiry, offering young researchers the opportunity to embark on an academic career. As a result, Hungarian authors are now regular contributors to distinguished journals, and researchers from Hungary are welcome speakers at international conferences.However, Hungarian authors often choose to publish their research studies in local journals and volumes which are not easily accessible to the international research community, especially if written in Hungarian. The aim of this review, therefore, is to give an overview of such studies to demonstrate the breadth and depth of recent research conducted in Hungary.

Reexamining the priorities of the National Standards for Foreign Language Education

2008 ◽  
Vol 41 (3) ◽  
pp. 349-366 ◽  
Author(s):  
Sally Sieloff Magnan
Keyword(s):  
Foreign Language ◽  
Communities Of Practice ◽  
Student Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
National Standards ◽  
The Past ◽  
Five Cs

The National Standards for Foreign Language Education offer goals for student learning. During the past decade, they have been used increasingly as objectives for foreign language teaching. In the Standards document, the five Standards are presented in a hierarchical order: 1. Communication, 2. Cultures, 3. Connections, 4. Comparisons, and 5. Communities. Looking to Dell Hymes's portrayal of communicative competence and building on notions from sociocultural theory and the concept communities of practice, this paper questions this hierarchical ordering especially in terms of the primacy of Communication over Cultures and Communities. It is suggested that, of the five Cs, Communities should be considered the most fundamental.

The Effectiveness of Different Modalities in Facilitating Grammar Acquisition in the Flipped Classroom

2019 ◽  
Vol 9 (4) ◽  
pp. 37-50
Author(s):  
Hongying Xu
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Language Education ◽  
Foreign Language Education ◽  
Instructional Approach ◽  
The Past ◽  
Grammar Acquisition

The flipped classroom model (FC), as a new instructional approach, has been implemented by different disciplines over the past few years. However, the use of this model is still in its infancy in the field of foreign language education. The present study explored the efficacy of using the FC model in facilitating the acquisition of grammar among novice level learners of Chinese as a foreign language by measuring their comprehension and awareness of usage of the target grammar patterns as well as by collecting responses from a semi-open-ended questionnaire regarding learners' experience of and attitudes towards the FC model.

Teaching Intercultural Competences During Distance Learning

2021 ◽  
Author(s):  
Petra Ivenz ◽  
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Online Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Learning Activity ◽  
Intercultural Studies ◽  
The Past ◽  
The World ◽  
Insight Into

In the past year, the world of education in Slovakia went through a significant change due to the worldwide pandemic. At the universities, the subjects got transferred to the online world, and the curriculum, lectures, seminars, and activities within the seminars had to be adapted to this situation as well. This paper will introduce a learning activity that is used to develop the sociocultural knowledge of the students of intercultural studies within foreign language education. It will provide an insight into how the learning is performed when the students are in the classroom and how it had to be adjusted for online teaching. The outcomes of the learning activity will be presented within the paper as well to compare if they change based on the environment in which the learning was performed.

Blogging in Foreign Language Education

2009 ◽  
pp. 292-312 ◽  
Author(s):  
Nat Carney
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Critical Examination ◽  
Comprehensive Overview ◽  
Research Areas ◽  
Potential Benefits ◽  
Definition Of

This chapter gives a comprehensive overview of blogs in Foreign Language Education (FLE) through reviewing literature, critically analyzing potential benefits and concerns about blogs, and suggesting research needed to better understand blogging’s influence on language learning. The chapter begins with a discussion of Web 2.0’s potential impact on FLE and a detailed description and definition of blogs. Following this a comprehensive literature review of blog use in FLE and a critical examination of blogging’s potential benefits and problems in key areas of FLE is offered. Finally, future trends for blogs and further research areas are suggested. Though blogs are a tool that have received relatively minimal attention in FLE literature to date, this chapter argues that blogs can be an important hub of learning in Web 2.0.

scholarly journals Polymodal exercise as a means for the formation of a professionally oriented communicative competence of students at an institution of non-linguistic higher education

2020 ◽  
Vol 26 (3) ◽  
pp. 213-218
Author(s):  
Aleksandra A. Kirillovykh
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Communicative Competence ◽  
Effective Means ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Environment ◽  
Adaptive Potential ◽  
Speech Activity ◽  
The Past

The paper actualizes the problem of finding an effective means for the formation of a professionally oriented communicative competence, which today acts as a goal-result of foreign language education at non-linguistic universities. Analysis of works on the problem over the past few decades has shown that most often one or another technology is considered to be means for the formation of this competence, specially modelled for a specialisation, taking into account certain conditions of the educational environment, and also giving priority to one or more types of speech activity, and therefore possessing a weak adaptive and competency-developing ability. In this connection, the purpose of this article was to present an upgradable polymodal exercise as a more universal and competency-oriented means and to substantiate the expediency of its use in professionally oriented foreign language education at non-linguistic universities. In the course of this study, a model of such an exercise was presented, its definition was formulated, and psychological, pedagogic and methodological points were identified that determine the appropriateness of its use for the formation of professionally oriented communicative competence among students at a non-linguistic university. In conclusion, it is concluded that the upgradable polymodal exercise has a high adaptive potential, serves to intensify and optimise foreign language education, and, therefore, can become an effective means of achieving the expected results.

scholarly journals Languages in Northern Ireland Education: A Brief Overview

2018 ◽  
Vol 24 ◽  
pp. 91-98
Author(s):  
Eugene McKendry
Keyword(s):  
Teacher Education ◽  
Northern Ireland ◽  
Education Policy ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Policy Implications ◽  
Language Education Policy ◽  
The Past ◽  
North And South

This article reviews some relevant aspects of modern foreign language education policy and provision in Northern Ireland, as presented at the conference organised by the Queen’s University of Belfast under the auspices of the Standing Conference on Teacher Education, North and South (SCoTENS)1. It explores some key shifts in uptake and considers the policy implications of such shifts over the past several decades.

scholarly journals Foreign langauge instructors' attitudes towards learner autonomy in foreign language learnin

2015 ◽  
Vol 5 (5) ◽  
pp. 587-606
Author(s):  
Mustafa Özdere
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Study Data ◽  
Survey Study ◽  
Formal Learning ◽  
The Past ◽  
Language Instructors ◽  
Foreign Language Instructors

Learner autonomy has been a buzz word in foreign language education in the past decades. Learner autonomy can be defined as the situation in which learners accept the overall responsibility regarding their own learning. In formal learning contexts, teachers are expected to share some instructional responsibilities with students, acquire new roles and lead their students accordingly for the promotion of learner autonomy. The purpose of this study is to determine if there has been a change in the foreign language instructors' attitudes towards learner autonomy and sharing some instructional responsibilities with their students throughout time at Niğde University. It also aims to determine the direction and the possible causes of this change. For this study, trend survey study design was employed. 25 instructors participated the study. Data for these two studies was collected by a questionnaire designed on a 5 point Likert-Scale consisting of 13 main questions. The overall results of the study indicated that foreign language instructors' attitudes towards learner autonomy have changed within time in a positive way. The possible reasons for this change could be the development of the facilities, opportunities for professional development, increase in the awareness regarding the concept, cultural and traditional changes in attitudes towards learning a foreign language.

Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence
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