Language Use and Language Learning in POA

作     者：va ILLS 

作者机构：Ev Loránd University 

出 版 物：《Chinese Journal of Applied Linguistics》 (中国应用语言学（英文）)

年 卷 期：2018年第41卷第2期

页      面：241-243页

学科分类：0502[文学-外国语言文学] 050201[文学-英语语言文学] 05[文学] 

主　　题：语言 学习 POA 欧洲委员会 匈牙利 外语 教育 上下文 

摘      要：One of the outcomes of the thought provoking and stimulating conference for me was the realisation that some of the problems experienced in the Chinese context are similar to the ones Hungarian foreign language education faces. The first such issue is the efficiency of language teaching in Hungary. According to a European Union survey （European Commission, 2012）, Hungary occupies the bottom place with regard to the number of Hungarians who can speak languages other than their mother tongue. This is despite the fact that the number of teaching hours during the first two years of foreign language teaching is among the highest in Hungary within the EU （European Commission/EACEA/ Eurydice, p. 105）, and that recommended minimum for annual instruction time for foreign languages in compulsory education is more than the time spent teaching foreign languages in Austria, which is 1 lth among the 28 EU countries regarding the knowledge of foreign languages （European Commission/EACEA/Eurydice, pp. 106-7）. Secondly, it seems that in Hungary, too, there is a gap between the input and the output in that the input does not always result in intake materialising in the learners＇ output. One perhaps weak excuse for the dire state of Hungarian language education may be that Hungarian, similarly to Chinese, is not an Indo-European language, albeit it is not as different from English as Chinese.