PROBLEM BASED LANGUAGE TEACHING IN THE 21st CENTURY: INDIVIDUAL DIFFERENCES, DIFFERENTIATED LANGUAGE INSTRUCTION AND ENGLISH AS A LINGUA FRANCA IN HUUNGARY
In our research plan for the MTA's call for proposals for the development of public education, we are working on developing solutions for language teaching in Hungarian public education, which will promote the teaching of not only English but also other foreign languages at primary and secondary school level in Hungary. Our research aims to develop the principles of an activity-based teaching method for foreign language teachers, which will help them to better implement differentiation based on individual differences in their lessons and thus make language teaching more effective.
- Based on the theoretical review, data will be collected from teachers and students to gain a detailed understanding of teachers' beliefs and students' attitudes.
- Based on our theoretical and empirical findings, we propose language teaching frameworks and tools, and list related classroom methods and tasks that are consistent with problem-based language teaching and thus are likely to ensure effective language teaching in Hungary in the coming decades.
- Based on effectiveness studies, we will finalise the proposed teaching methods and tasks and make classroom recommendations for practising teachers, teacher trainers and policy makers.
RESEARCH SCHEDULE
| YEAR ONE | YEAR TWO | YEAR THREE | YEAR FOUR |
|---|---|---|---|
| Classroom research | Focus group research | Theoretical foundations | Summary |
| Flow experiences | English and German | Institutional culture | Assessment |
| Role of the teachers | Extramural activities | Observation tool | Publication |
| Self-evaluation | Student questionnaire | Sample materials | Dissemination |