A diskurzusjelölők tanítása egy középiskolai magyar nyelvi órán

Abstract

This paper proposes a way of teaching discourse markers in a secondary school Hungarian language class. While discourse markers are not part of the core curriculum of either the National Core Curriculum or the Framework Curricula, it may be useful to familiarize students with this functional category that reflects directly on communication and its contexts or participants. The paper first presents previous Hungarian studies on the use of discourse markers, including studies on the distribution of use by age group and related attitudes. Then it presents task material for a double lesson, i.e. twice 45 minutes, and concludes with a survey of students′ attitudes towards discourse markers in relation to their age group. The various functions of discourse markers and the differences between oral and written communication are also discussed.