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New Paths to the Hungarian Language; Legal vocabulary

Date of Publication

2002 February- 2012. January

Target Group


Domain Area


Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features





This teaching resource is available on a website for learners of Hungarian as a Foreign Language. There are teaching resources, listening activities, texts, task sheets with exercises available here. They are organized according to type and language knowledge. 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 law in Hungarian for students of Hungarian as a FL. They are to give an introduction into basic vocabulary of law. The task sheets are usually short and with keys. Most of the exercises can be beneficial for even those who do not want to go deep into the vocabulary of law.

Case study

There are seven task sheets on this link; they are thematized: Labour law, Civil law, Criminal law, Abbreviations in legal language 1, Abbreviations in legal language 2, Constitutional law. These task sheets are ideal both for practising and assessing these special vocabularies. The vocabulary is pre-taught; then the task sheets can be used for deepening the knowledge. As the sheets mainly use matching as instruction, it gives confidence to the students. I think the vocabulary of law 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.


The special legal terms that are in these task sheets could be illustrated by visual aids. There could be photos used to illustrate the meaning of the special terms of e.g. labour law. Then the matching task of words and pictures could be used. With other terms (e. g. abbreviations) Hungarian text samples, e .g contracts, official letters could be used as authentic materials; the learners could see how they are actually used in real context; or the learners could compare these samples with ones in their native language. Then both matching and odd-one-out tasks would be ideal to match abbreviations with their meanings.


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


This webpage is for learners of Hungarian language as a second language. Actually, there are 7 pdf activity sheets with solutions. This way of teaching special vocabulary is not the most innovative one, however, very easy to handle both for lecturers and learners. These task sheets are very good to drill certain vocabulary items, they are not designed for reflection.
Website of the Teaching Source: