Tóth József (szerk.): Nyelv, kultúra, megértés: új kutatási módszerek a humán tudományok területén
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2. Nyelvhasználat és interkulturalitás
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Diagnostic assessment of cross-linguistic pronunciation differences of Hungarian secondary grammar school students when reading contemporary literature • Zsolt Gergelics
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4. Results
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4.1. Questionnaires

4.1. Questionnaires

Jegyzet elhelyezéséhez, kérjük, lépj be.!

According to the questionnaire all participants’ (5 males, 8 females) L1 was Hungarian and country of origin was Hungary and the same holds true for their parents, whose highest education tend to be predominantly ‘university/college’ (Figure 1).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Figure 1. The highest education of parents
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

All 13 students examined in the piloting stage studied German as their L2, however it turned out during the completion of the questionnaires that even though it was officially their first foreign language in the educational facility, some of them claimed to have studied another language earlier while others considered other languages as their primary/dominant foreign language despite the fact that German was their registered first language. L3 was predominantly English (n = 11) with a minority of French (n = 2). The starting age of L3 was overall later than that of L2 (Figure 2).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Figure 2. Starting age of L2 and L3
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Figure 3. Self-assessment of L2 (German) mastery in all four skills
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Figure 4. Self-assessment of L3 (English/French) mastery in all four skills
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Figure 5. Self-assessment of foreign accent in L2 and L3
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Figure 6. Attitude towards L2 and L3
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Most students (n = 12) have three lessons a week in their L2 and one of them does not have to attend classes any more due to former completion of the year’s material. The tendency is the same for L3 as the majority of students (n = 7) study it in three lessons, some of them (n = 3) have optional courses resulting in 5 classes a week while the rest (n = 3) does not have to attend classes any more due to former completion of the year’s material.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

There was only one student who has been attending private lessons in L2 for two years, the others have none of it either in L2 or in L3.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In L2 students (n = 5) spend no time in a foreign country related to the given language, other answers included two weeks (n = 2), one week (n = 1), one to three days (n = 1), some days (n = 1), 3 days (n = 2), 4 days (n = 1) in a year. There was only one student who spends a week in a foreign country related to her L3.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As far as the frequency of communication with native speakers related to L2 is concerned most participants said never (n = 6), others provided varied answers: rarely (n = 1), once a year (n = 2), a couple of times a year (n = 1), once or twice a month (n = 3). As for their L3, the situation is more unambiguous as ten students do not communicate at all with native speakers whereas the remaining participants do so on a weekly, yearly and daily basis, respectively.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Figure 7. Time of activity spent in L2
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Figure 8. Time of activity spent in L3
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Except for one student all participants reported that they mix elements of their spoken languages, the frequency of which is depicted in Figure 9.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Figure 9. Frequency of mixing languages
 
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