The role of second language English in the process of learning third language German And last but not least, I am deeply indebted both to the subjects who took part in the research for their cooperation and to their German teachers without whose dedication this study would have been impossible. PhD Dissertation T. Balla Ágnes AbstractThe field of third language acquisition (TLA) has become a rapidly developing branch of the study of second language acquisition in the past two decades. The aim of the present dissertation is to contribute to the international research by involving subjects with a Hungarian mother tongue. To that end, the present longitudinal study was designed to investigate the learning processes of L1 Hungarian subjects learning L2English and L3 German. The participants were 53 secondary school learners in two indicates that the comparative instruction had a positive influence on the subjects' L3 learning. As regards the differences between the treatment groups, it is concluded that the less experienced L3 learners were influenced by the comparative instruction to a greater extent than their more experienced counterparts. A further finding of the research is that the effect of instruction seems to be more emphatic on less successful language learners. The results of the present dissertation suggest that L1 Hungarian language learners' L3 learning processes can both be accelerated and facilitated if the learners are instructed with a cross-linguistic approach to the languages they learn.
The constant changes affecting the Hungarian higher education system make both students and instructors face newer and newer challenges. The introduction of the Bologna system and the abolition of the entrance exams brought on the change that students gain admission into university programmes based on their school leaving exam results, and thus they are not screened for the programmes. In the case of language major BA and the new undivided one-tier language teacher training programmes the core problem may be the insufficient knowledge of the target language(s) which brings on vastly heterogeneous student groups in the individual seminars. In our paper we present an overview of the results of language proficiency and vocabulary tests taken by first-year English and American BA students and from 2013 also the teacher trainees. In addition to the placement tests a further questionnaire was administered, in which students evaluate their level of English on a 3-point, a 6-point and a 9-point Likert scale. Our results indicate that there is a lack of correlation between the scores necessary for admission and students" language proficiency level. The answers given in the questionnaires show how the students evaluate their own language proficiency at the beginning of their university studies.
In recent years, there has been a growing body of literature focusing on teacher identity and teacher beliefs, which are key aspects in understanding classroom processes. While there is an increasing number of studies regarding the identity and beliefs of practising teachers, studies on trainees are rare, and studies aiming to compare and contrast different learning environments are even less frequent. The aim of the present study is to investigate the ways in which different socio-cultural contexts influence student teachers’ vision of their future professional identity and that of their future ideal lessons. Our participants are English-language teacher trainees from Szeged (Hungary) and Miercurea Ciuc (Romania). At the time of the data collection, they had not yet started their methodology courses or their teaching practice. As the first step of a longitudinal study, they were asked to create a visual image of their ideal future lesson by drawing or making a collage. Also, they were asked to supplement their images with a written explanation. The results indicate that pre-service teachers have very specific ideas about their ideal lessons, and their images reflect plenty of details and a great variety of different aspects.
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