4. 2017.

Abstracts in English


Horváth, Viktória

The grammatical structuredness of utterances in the narratives of children aged between 6 and 9


This study investigates the syntactic structuredness in the spontaneous narratives of children aged between 6 and 9, with the Developmental Sentence Scoring technique. The question of this research is what the grammatical complexity of children’s utterances is like at given ages and how the structuredness of the utterances, the length of the narratives, and the speed of speech change year by year. The results show that compared to children aged between 6 and 8, children at the age of nine produce narratives of more words and these narratives are grammatically more complex. The investigation has found large individual differences between children. The level of language development can have an effect on learning and on the written/oral performance of the learnt material, moreover, the different language performance level might affect the successfulness of the learning process.




Király, Flóra

The individual characteristics of the questioning strategies of teachers


This study introduces the individual characteristics of teachers’ questioning strategies by analysing three recorded lessons of the same teacher. It analyses the main elements and features of questioning strategies as well as the characteristics of classroom communication of the observed teacher with the discourse annotating software ELAN 4.8.1. and it demonstrates the observed phenomena with specific examples. Finally, it also discusses the possible applications of the research results in education and in teacher training. In addition, it also formulates methodological recommendations for beginner and practised teachers about ways of being efficient in formulating classroom questions which might also enhance the learning process. 




Fülöp, Károly

Grammatical analysis of essay texts


This study–within the framework of a research project on adults’ writing strategies–provides the analysis of essay texts produced by teacher trainees. It summarizes the main results of earlier research on related topics, then it introduces the results of the grammatical analysis of the essay texts. This research also covers sentence types in the paragraphs, the ratio of simple and complex sentences in the essay texts; the relations between text length, sentence number, and sentence types; the use of demonstratives and conjunctions, and the analysis of subordinate and coordinate relations at sentence level. Continuing earlier phases of the research project, this study also discusses the gender-dependent text production characteristics as well as the grammatical differences in the essays of teacher trainees majoring in humanities, natural sciences and both. The research results might be useful not only for further research but also in the first language education at secondary school.





Heltai, János Imre – Kulcsár, Sándorné

Romani speech and the kindergarten. Speech development strategies and integrated bilingual ideologies in Tiszavasvári 


In our study we introduce a Roma community in Tiszavasvári, Hungary. The members of this community speak by using linguistic resources linked to Hungarian or to Romani, always suited to the purpose of the communication. It is described by the term of translanguaging, which refers not only to a way of speaking, but also to a pedagogical perspective and approach based on translingual speaking. We give an overview of the language socialization of the community shaped in the clash of the integrated bilingual norms of the community and the monolingual norms of the majority environment. We introduce the language program „Szó-Beszéd.Kom” developed by the colleagues of the Magiszter Kindergarten in Tiszavasvári, which is a reaction to the difficulties emerged from the contrast of these ideologies. We examine the new possibilities offered for the Kindergarten by the pedagogy of translingual communication, which has been applied in the sister school, the Magiszter Elementary School from the academic year 2017/2018. 




Szentgyörgyi, Rudolf

Ten years of the two-level school-leaving exam in Hungarian language and literature (20052015)


The introduction of the two-level school-leaving examination was taken in with mixed feelings and concerns in 2005. After ten years it was time to draw conclusions about the new examination system – and some researchers and research groups did complete this task. This study is one of these investigations. In autumn 2015, the opinion and experience of 128 teachers of Hungarian were collected and examined. Based on this rich sampling, this study presents the experience of the school-leaving exam in Hungarian language and literature between 2005 and 2015 from the perspective of teachers who prepare students and administer the exams. As an outlook, from this perspective it summarizes the questions on the relation between the advanced level exam and the admission to higher education. The survey also covers a summary of opinions about the changes that were planned at the time of the survey and were introduced later in 2017.




Oldaltérkép                     Szerzőink figyelmébe                     © Magyar Nyelvtudományi Társaság, 2008–