The role of language diaries in problem-based teaching of Hungarian as L1
In Hungary, Hungarian as L1 is one of the less popular school subjects, which can be attributed to a number of reasons. Research on this has long shown that education of Hungarian as L1 needs to be reformed. The aim of this article is to introduce a model of teaching Hungarian as L1 that we have proposed, focusing on real language problems. This model is based on the one hand on the theory of problem-based learning (PBL) and on the other hand on Language Management Theory (LMT). Our hypothesis is that elements of knowledge and skills specified by the Hungarian national curriculum (NAT) can all be acquired from the vantage point of everyday language problems. A useful way to collect common language problems and notable linguistic phenomena is to have students keep a language diary. Since 2018 we have collected 120 language diaries and a total of 600 diary entries from students studying for teacher training at Eszterházy Károly University. By selecting four case studies from the collected language problems, this article shows which topics related to Hungarian as L1 can be discussed on the basis of linguistic phenomena recorded by students. This approach, which is based on the students’ own experiences, brings them closer to their often seemingly abstract language skills and can help improve the popularity of the subject.
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