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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: Text production – Szövegalkotási feladatok1.

Date of Publication

2015; 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

C1

Type of Material

Activity/task

Linguistic Features

Vocabulary
Grammar

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 complete a text with verbs that are used in connection with IT activities. 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 a gap-filling exercise, the context is provided by the title of the text. A pre-reading activity can be scanning the text, and the learners can predict what kind of text is to be expected. Then they skim the text, focus on certain parts, words, expressions so that they can predict the content. Then they learners are asked to fill in the gaps of the text. In order to promote social learning, learners can be put in pairs so that they could compare their solutions. The last activity could be to put all the verbs from past tense into present tense so that grammar could also be practiced with the task sheet. A more pragmatic final task could be to make learners act out the situation in pairs, practising the prosody of the language.

Guidelines

There is a life-like, authentic text in Hungarian in the task sheet; the language and the register of the text are very suitable for pragmatic reasons. The lead-in task could be to make learners perdict the content of the text by reading the title; make them speak about facebook; this way their background knowledge on the topic is activated. The next step is to make them scanning and skimming the text; they can confirm or neglect their prediction, expectations about the text. Then learners are to fill in the gaps in the text with the right words. As students have previous knowledge on these terms, they can build on this knowledge while doing the task. After filling the gaps, they can do self-check, or compare their soultions in pairs. The final step could be to make students act out a situation in which this text is used in speech. This way the auditive 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, and this activity also very much focuses on grammar.
Website of the Teaching Source:
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