A szemantikailag problematikus határozói mondatrészek oktathatóságáról

Abstract

Hungarian language textbooks examined in this study do not discuss the grammatical category that is presented as constant adverb in earlier publications. The group also called as asemantic arguments is ignored in education. This might be explained by the difficulty of its definition and the high semantic diversity of the relevant phrases. The first part of the study discusses the most important questions of adverbs in first language pedagogy. The second part provides easily implementable, theory-independent exercises with examples. It also gives advice on cases where the detailed introduction of this special type of argument is unavoidable in first language classes. The presented methodological ideas provide help with the analysis of this questionable part of a sentence and also with the foundation of metaphorization.