<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The paper gives an overview of the general and special factors of L2 learning of Hungarian minorities across the borders of Hungary, that is, in Slovakia. Indigenous minorities like Hungarians in Slovakia are strongly interested in fluent state language knowledge. Still, the state school system failed to work out and implement a suitable language pedagogy for linguistic minorities, since the state curriculum comprised only one type of Slovak lessons, the one for pupils speaking Slovak as their mother tongue. This curriculum does not consider the special needs for bilingual pupils (on different levels of bilingualism) and those growing up in pure minority environment. The paper introduces functional cognitive linguistics as a usage-based theory and descriptive activity that gives new methods for L2 learning and teaching, building on the vernacular linguistic and conceptual knowledge of the pupils, focusing on the meaning – form pairs of linguistic expressions both in the vernacular and the second (state) language. In the second part, certain grammatical units are discussed as the topic of functional language pedagogy: lexical units and their grammatical adjustment to the syntactic and semantic structure of the sentence, or metaphor in use. In the third part, the topics of the previous section are treated in a comparative Hungarian – Slovak style, as examples of L2 teaching methodology.</p></abstract>

The paper gives an overview of the general and special factors of L2 learning of Hungarian minorities across the borders of Hungary, that is, in Slovakia. Indigenous minorities like Hungarians in Slovakia are strongly interested in fluent state language knowledge. Still, the state school system failed to work out and implement a suitable language pedagogy for linguistic minorities, since the state curriculum comprised only one type of Slovak lessons, the one for pupils speaking Slovak as their mother tongue. This curriculum does not consider the special needs for bilingual pupils (on different levels of bilingualism) and those growing up in pure minority environment. The paper introduces functional cognitive linguistics as a usage-based theory and descriptive activity that gives new methods for L2 learning and teaching, building on the vernacular linguistic and conceptual knowledge of the pupils, focusing on the meaning – form pairs of linguistic expressions both in the vernacular and the second (state) language. In the second part, certain grammatical units are discussed as the topic of functional language pedagogy: lexical units and their grammatical adjustment to the syntactic and semantic structure of the sentence, or metaphor in use. In the third part, the topics of the previous section are treated in a comparative Hungarian – Slovak style, as examples of L2 teaching methodology.

The application of functional cognitive linguistic pedagogy under the conditions of linguistic minorities

Univerzity Konštantína Filozofa v Nitre

Journal of Linguistics/Jazykovedný casopis

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The paper gives an overview of the general and special factors of L2 learning of Hungarian minorities across the borders of Hungary, that is, in Slovakia....

The application of functional cognitive linguistic pedagogy under the conditions of linguistic minorities

Online veröffentlicht: 18. März 2021

Seitenbereich: 373 - 392

DOI: https://doi.org/10.2478/jazcas-2021-0005

Schlüsselwörter
cognitive linguistics, second language learning, language pedagogy, linguistic minorities

© 2020 Gábor Tolcsvai Nagy, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The application of functional cognitive linguistic pedagogy under the conditions of linguistic minorities

Online veröffentlicht: 18. März 2021

Seitenbereich: 373 - 392

DOI: https://doi.org/10.2478/jazcas-2021-0005

Schlüsselwörtercognitive linguistics, second language learning, language pedagogy, linguistic minorities

© 2020 Gábor Tolcsvai Nagy, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Schlüsselwörter
cognitive linguistics, second language learning, language pedagogy, linguistic minorities