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Database of Teaching Sources

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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Practical Hungarian Grammar

Date of Publication


Target Group


Domain Area

Teacher Education

Learning Scenario

Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material

Guiding resources (online course/book)

Linguistic Features





This reliable teaching resource created by university lecturers is available both in digital and pdf format. The digital book is ideal for students who are specialized in Teacher Education, as it contains not only definitions of terms related to different word categories, morphology and syntax but also plenty of examples and additional exercises. It is most suitable for learners at B2 level, as a good command of Hungarian is required to understand its content. The present resource gives students the opportunity to expand their vocabulary in the field of grammar. Teachers can use this source as supplementary material, while students can explore it semi-autonomously, as the online book does not include a key to the exercises unfortunately.

Case study

The present source can be tested in classroom context. Students are asked to do the activities recommended in the guidelines section. After this, they can be tested on their vocabulary related to Hungarian grammar to check the efficiency of the online resource and the related tasks. Also, a questionnaire can be designed so that the students participating in the project can give feedback on the digital book and the activities: Did they consider them useful, interesting and motivating? Do they think that they suit their needs? Do they have any ideas or suggestions for improvement?


Led-in-activity/warmer: the teacher activates the students’ background knowledge, the terms that they already know
Step 1: Pre-Reading. The teacher selects one of the five categories listed on the website, e.g. word categories. After dividing the class in groups, each group is given a word category, e.g. nouns, to read about.
Step 2: During-reading. The students in each group read the relevant text together – focusing on the explanations and examples.
Step 3: Post-reading. Every group prepares a poster with their term, its properties and examples. Then, the groups present their posters to each other.
Step 4: Students do the additional exercises related to the selected category and discuss the answers. The class can be divided in two teams and they can play a game with the terms: one of the students is given a term that he/she needs to describe/define and the other players have to guess it. The team which answers faster gets a point.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


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


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


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


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


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


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


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


Although this online resource does not introduce an innovative approach to ESP, it can be considered as an effective tool to teach special vocabulary items that language teachers need in their jobs. This is supported by a large number of examples and additional exercises. The digital book in itself is not so stimulating, but teachers can make it more motivating for students by using it as supplementary material and adding some interesting games or other activities to it. As the book covers the most important terms in the related field, students can benefit a lot from it. It is challenging to adapt it to the needs of students who do not have a good command of Hungarian. Teachers can assess their students’ progress by testing their vocabulary related to grammar, e.g. gap-filling exercises. The present teaching resource is accessible on the Internet and can be downloaded easily.
Website of the Teaching Source: