Teaching discourse markers to adult learners of Hungarian

Abstract

Contrary to the general opinion that discourse markers (DMs) are lazy expressions and mere fillers, linguists claim
that they are an integral part of everyday communication; their role in spontaneous language is undeniable and manifold. In agreement with this, we believe that the learning of DMs is essential in a foreign language context – especially in a target language environment. However, we have limited information about Hungarian discourse markers – both linguistically and methodologically. Therefore, our current study focuses on the teachability of discourse markers in Hungarian as a foreign language, primarily from the perspective of adult learners. Following a theoretical introduction, we present our workshop held at the University of Pécs, where we addressed key issues surrounding the teaching of DMs and, through cooperative collaboration, formulated answers to the following questions, in the form of methodological recommendations: What is the role of context in the teaching of DMs? To what extent is noticing and awareness-raising important in the learning of DMs? What learning opportunities facilitate best the learning of DMs? The appendix to the paper presents practical ideas for the teaching of hát, the most frequent (colloquial) Hungarian discourse marker.