Hungary's Nationwide Needs Analysis of Vocationally-Oriented Foreign Language Learning: Student, Teacher, and Business Community Perspectives

Országos középiskolai és felsőoktatási szaknyelvoktatási igényfelmérés: angol nyelvű értékelés a tanulók, oktatók, valamint a felhasználók szempontjából

Szerző

Annela Teemant

Varga Zsófia

Heltai Pál

Budapest

'Annela Teemant: Hungary's Nationwide Needs Analysis of Vocationally-Oriented Foreign Language Learning: Student, Teacher, and Business Community Perspectives ' összes példány

Kiadó:	Művelődési és Közoktatási Minisztérium/Munkaügyi Minisztérium/Egyesült Államok Tájékoztatási Hivatala/Európa Tanács Modern Nyelvek Szekciója
Kiadás helye:	Budapest
Kiadás éve:	1993
Kötés típusa:	Fűzött kemény papírkötés
Oldalszám:	760 oldal
Sorozatcím:
Kötetszám:
Nyelv:	Magyar Angol
Méret:	24 cm x 17 cm
ISBN:	963-673-535-2

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Tartalom

Abstract	I
Acknowledgements	III
Abbreviations	V
How to read this document	VII
Table of Contents	IX
Introduction
Foreign language education in Hungary	1
Hungarian involvement in the Council of Europe	11
Research questions	13
Review of Literature
Vocationally-oriented language learning	17
A leader-centred approach	20
Hypotheses	28
Research Design
Questionnaire design	33
Student questionnaire B	34
Teacher questionnaire A	36
Business communinty questionnaire C	37
Accompanying documentation	37
Validation of questionnaires	38
Subjects for the student and teacher questionnaire	39
Subject for the bisiness community questionnaire	43
Data analysis	47
Results and discussion of student data	51
Sevction I: Foreign language background	51
Present language study	52
Past language study	64
Nationally/Internationally recognized exams	69
Self-evaluation of language skills	74
Summary of findings	86
Section II: Purpose for foreign language study	90
Past and present study purpose	91
Future language study	100
Language skills to improve for future study	107
Expected language use for vocational or academic purposes	117
Expected language use for general purposes	127
Specific reason for foreign language study	135
Summary of findings	156
Section III: Learning preferences	163
Learning Activities	163
Learning Methods	182
Summary of findings	192
Section IV: Attitudes toward foreign language teaching	194
Teaching issues	194
Learning issues	201
Summary of findings	220
Results and discussion of teacher data	225
Section I: Foreign language background	225
Foreign language study	226
Foreign language teaching background	229
Section II: Institute foreign language teaching preactices	240
General foreign language requirements	240
Testing policies	249
VOLL requirements	253
Summary of findings	255
Section III: Vocationally-oriented language teaching	258
Vocational language courses	258
Vocational teacher training	262
Summary of findings	266
Section IV: Student purpose for foreing language study	269
Expected language use for vocational or academic purposes	269
Expected language use for general purposes	278
Specific reasons for foreign language study	286
Summary of findings	300
Section V: Teaching materials and resources	304
General analysis
Field analysis
Level analysis
Summary of findings	320
Section VI: Teaching preferences	323
Learning activities	323
Learning methods	348
Summary of findings	356
Section VII: Attitudes toward foreign language teahing	359
General analysis
Field analysis
Level analysis
Summary of findings	390
Section VIII: Summary of open-ended responses	394
Comparison of student and teacher data	397
Section I: Purposes for foreign language study	397
Expected language use for vovcational or academic purposes	398
Expected language use for general purposes	402
Specific reasons for foreign language study	405
Summary of findings	412
Section II: Learning preferences	416
Learning activities	416
Learning methods	427
Summary of findings	432
Section III: Attitudes toward foreign language learning	434
Summary of findings	440
Results and discussion of the business community data	443
Section I: Foreign language use	443
Foreign language education policies	444
Foreign languages in the workplace	445
Summary of findings	463
Section II: Summary of open-ended responses	465
Recommendations and conclusions	471
Section I: Teaching Issues in VOLL	471
Number of lessons
Number of foreign languages
Strategic Planning of VOLL
Suggested Guidelines
Purpose for VOLL: Heightening Awareness
Evaluation in VOLL
Section II: Teacher training	483
In-service training
Pre-service training
The VOLT Component in Teacher Training
Methodology
Materials developement
Section III: Conclusions	492
Appendixes
Questionnaires and documentation	495
Participants	539
Chapter three	569
Chapter four	575
Chapter five	613
Chapter six	637
Explanation of data profiles	641
Field profiles	647
Level profiles	709
Student profiles	725
Teacher profiles	739
Business profiles	749
Bibliography	759