Practice and Theory in Systems of Education


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Editorial Board


CONTENTS
Volume 14 Number 1 2019
ISSN 1788-2591 (Online)
ISSN 1788-2583 (Printed)


Réka ASZTALOS, Alexandra SZÉNICH:
Students' Disposition towards Tools to Support Autonomous Learning in Tertiary Education,
pages 1-11

European higher education institutions' self-access language centres often promote students' language learning and their autonomous learning by providing free online and paper-based materials for specific languages, as well as for learning to learn languages (for example self-assessment methods and strategy training). Students are also supported by personal coaching, workshops, tandem learning, or conversation clubs. Language learning at the language centres can supplement obligatory courses or can be part of complementary language courses. Support is not only provided for students but also teachers by fostering improvement in their methodologies. At the Budapest Business School, Faculty of Commerce, Catering and Tourism, the heterogeneity of students' language levels and their ability to learn languages make it necessary to support their autonomous language learning to help them pass the obligatory language exams and prepare them to fulfil the expectations of the employers. The aim of our research was to map students' plans on scheduling language exams obligatory for their degree, students' language learning habits beyond university classes, their disposition towards autonomous language learning and their preferences for institutional support. The analysis of 238 questionnaires suggests that the majority of students do little to improve their language knowledge and are not prepared to learn autonomously. As for ways of institutional support, they would prefer an online language centre and personal language coaching in the preparation for a specific language exam.

Veronika VÉGH, Gábor ELBERT, Henriette PUSZTAFALVI:
Self-report Study of University Students' Knowledge of Eating Disorders and the Factors Leading to Obesity Covered in High School Biology Classes,
pages 12-22

The two open-ended questions discussed in this study were part of a complex questionnaire. These topics are especially salient nowadays for several reasons. First, the prevalence of eating disorders among teenagers is very high; however, education can play an important role in reducing the number of affected teens. Secondly, health education in educational institutions can play an important role in obesity prevention, and can be incorporated into the Biology curriculum with ease. Although health education is treated as a high-priority issue in educational policy documents, it is not only large-scale awareness-raising campaigns or projects that can bring about a positive change. Teachers' individual contribution, active participation and conviction when spreading knowledge and awareness about healthy living is also essential for effective heath education. In the present study 181 university students were asked what type of eating disorders the learned about and what factors leading to obesity were covered in high school Biology lessons. According to the results, both male and female students listed an unhealthy diet and lack of exercise as the main causes of unhealthy weight gain that were discussed in Biology class, but hormonal and genetic problems were also mentioned. As for eating disorders, anorexia nervosa and bulimia nervosa were mentioned together most often. The results of this study can give teachers information on how to make health education more focused and more informative in the Biology curriculum, thereby supporting students in leading a healthy lifestyle.

Maria PINTYE-SÓS, Bence KAS:
Early Linguistic Indicators of Later Reading Achievement in Kindergarten,
pages 23-31

Literacy is one of the most important human abilities even in our technology-based society, since especially in the age of life-long learning; it is the skilled application of reading that enables used to access our cultural heritage. Failure to use literacy skills efficiently will not only result in a disadvantageous position among fellow-students, but in all areas of daily life such as shopping-, or positions in the labour market, as well as chances of advocacy of own interests. These handicaps beside financial difficulties manifest in serious distress and lower quality of life. Literacy is a relatively new development in the evolution of human cognitive abilities, thus, our brains are not innately pre-wired to reading. This biological-cultural gap can be bridged only by explicit instruction that modifies the operation of the underlying visual and linguistic neural structures. Literacy development relies on very different fundamental abilities, some of which are genetically determined while others are shaped by early experiences. Therefore the process of reading acquisition is very vulnerable as it depends on the early development of different cognitive domains. It is crucial to understand the process of the formation of reading ability and the development underlying skills, in order to gain an even more differentiated picture about initial phase of reading acquisition through the detection of typical and atypical ways of development can we attempt to screen and examine the risks of written language acquisition. What is more, regarding on the underlying skills this can be applied even in the final year of kindergarten (or in the preschool age). This could provide the basis of an evidence based, efficient preventive intervention, which has long tradition in history of Hungarian speech and language therapy.

Antal Mór SZŰCS:
Edutainment: Introducing a New Hungarian Approach in Preforming Reading Skills,
pages 32-36

This article presents the results of a pilot study about the effect of a new Hungarian motivation based method for preforming reading. The program 'Mesezene' provides a one-year-long development for children in the last year of kindergarten on phonological awareness at the same time it helps to preform the mental representations and associations required for reading.

Viktória GERGELY:
The Use of TV Game Shows in Grammar Teaching,
pages 37-42

This paper deals with the question how TV game show can be adopted into the classroom. The modern methodology deals a lot with the question how to increase students' motivation and learning. One of the best ideas is to utilize students' interests and use the technology in the classroom. The game shows presented in the media are very popular, they have a great publicity. Our aim by using them in the classroom is to inspire active learning, to support student-centered attitudes and to help students to acquire the knowledges in an easier way. Games are one of the most profitable ways to encourage learners. They blend both competition and collaboration in the classroom. Game shows have a huge versatility. They can be used in different ways according to the size of the class, age of the students and topic of the lesson. Everyone can be involved at the same time, students become responsible for their own learning. There are many possibilities how TV game shows can be applied in the classroom. In this article just some popular game shows are introduced, but of course there are many more of them which can be used successfully generally in teaching and in teaching grammar.


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