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A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Hungarobox: Vocabulary development exercises_1 SZÓKINCSFEJLESZTŐ FELADATOK 1.

Date of Publication

available on 28/10/2021

Target Group

Lecturers
Students

Domain Area

Business & Communication

Learning Scenario

Autonomous learning
Classroom Context

Target Language

Hungarian

Language of Instruction

Hungarian

CEFR level

B2

Type of Material

Activity/task
Reference resources (online Dictionaries/ grammar guides/phrasebooks)

Linguistic Features

Vocabulary

Skills

Writing
Reading

Description

The Hungarobox project has compiled an exercise package for learning ICT vocabulary. The exercises promote learning of words and expressions included to the glossary.
The exercises are mostly aimed at the level B1–B2, but there are also some addressed to more advanced students at the level C1.
The exercises, some 100 altogether, can be worked on either online or printed on paper. They are divided into five groups: playful, vocabulary developing, grammatical, text production and text comprehension.
This teaching resource is available on a website for learners of Hungarian as a Foreign Language. The content is produced by highly qualified professionals who are teachers or lecturers of several foreign languages and Hungarian as a foreign language having expertise in the field. Among the task sheets there is a thematic collection of task sheets of language of ICT in Hungarian for students of Hungarian as a FL. This task sheet is about to name certain special terms based on their definitions. The task sheet comes with the key.

Case study

This task sheet is ideal both for practising and assessing the special vocabulary of ICT. The vocabulary is pre-taught; then the task sheet can be used for deepening the knowledge. As the sheet is mainly used matching as instruction, it gives confidence to the students. I think the vocabulary of ICT is to be taught first from either a dictionary or a special reading containing these words; then the task sheets can used to drill the new vocabulary items. A warmer activity could be to identify the already known expressions from the definitions and predict the context in which the definition would fit. This lead-in exercise supports the meaning making mechanism of the learners, and lets them predict what area of ICT to be activated in their background knowledge. Then the task sheet can be used both for individual or collaborative work. The final step could be to put the words in sentences so that the new vocabulary could be activated.

Guidelines

There are Hungarian definitions for ICT expression in Hungarian in the task sheet. The lead-in task could be to find photos/pictures on the internet that could be matched with the definitions on the task sheet; this way of teaching supports constructive way of learning. As students have previous knowledge on these terms, they can build on this knowledge when building new information on them. After the matching task, the learners can contextualize the ICT words they have to find out. When learners have come up with the definitions, they can replace the defintions attached to the photos/pictures with the ICT words. This way the visual type of learners get extra support.

Review

Category
Rate
Comprehensive approach
Capacity to match the needs of lecturers and students

5

Added value
The provided tangible improvements

5

Motivation enhancement
The capacity to motivate students to improve their language skills

5

Innovation
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning

5

Transferability
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries

4

Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning

5

Adaptability
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need

5

Usability
Assess the technical usability from the point of view of the lecturer and the student

5

Accessibility
Assess the accessibility from the point of view of the lecturer and the student

5

Comments:
The present teaching source satisfies the needs of students specialized in ICT, This webpage is for learners of Hungarian language as a second language. This pdf activity sheet comes with key. This way of teaching special vocabulary is not the most innovative one, however, very easy to handle both for lecturers and learners. The task sheet is very good to drill certain vocabulary items, it is not designed for reflection.
Website of the Teaching Source:
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