Tarsoly, E.; Valijärvi, R.; (2011) The role of linguistics in language teaching: the case of two, less widely taught languages - Finnish and Hungarian. Language Learning Journal , 39 (2 ) pp. 219-235. 10.1080/09571736.2011.573690.
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This paper discusses the role of various linguistic sub-disciplines in teaching Finnish and Hungarian. We explain the status of Finnish and Hungarian at University College London and in the UK, and present the principle difficulties in learning and teaching these two languages. We also introduce our courses and student profiles. With the support of examples from our own teaching, we argue that a linguistically oriented approach is well suited for less widely used and less taught languages as it enables students to draw comparative and historical parallels, question terminologies and raise their sociolinguistic and pragmatic awareness. A linguistic approach also provides students with skills for further language learning.
|Title:||The role of linguistics in language teaching: the case of two, less widely taught languages - Finnish and Hungarian|
|Open access status:||An open access version is available from UCL Discovery|
|Keywords:||Language teaching, less taught languages, LWUTL, Finnish, Hungarian, linguistic terminology, historical linguistics, phonology, typology, cognitive linguistics, contact linguistics, corpus linguistics, sociolinguistics, pragmatics, language and culture|
|UCL classification:||UCL > School of Arts and Social Sciences > SSEES (School of Slavonic and East European Studies)|
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