CÍMLAP
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CONTENTS, INTRODUCTION |
Contents
Introduction
Part One: Large-Scale Studies on Vocational Schools
Ildikó Pathó: The Relevance of a Slovak Baseline Study for In-Service Teachers' Development in TEFL
Marianne Nikolov and Enikő Öveges: An Exploratory Study of Hungarian Vocational Schools' Self-Assessment
Part Two: Views and Beliefs
Borbála Rieger: Exploring Gender and Target Language Effect on Hungarian EFL Learners' Beliefs About Language Learning
Csilla Édes: "Teachers know best" ? Autonomous Beliefs and Behaviours of English Majors: A Case Study of Three First-Year Students at Eötvös University
Réka Lugossy: "I will think about this": A Case Study with a Lower-Primary School Teacher of English
Zsófia Turányi: An Exploratory Study of Teachers' Views on First-Graders' Difficulties in Developing Reading Skills
Klára Bereczky: The Identity of the Business English Teacher: A Pilot Study
Erika Szentpáli Ujlaki: My First Study-Abroad Experience
Part Three: Exploring Language
Stela Letica: Use of Epistemic Modality by Non-Native Speakers of English
Lovorka Zergollern-Miletić and József Horváth: Coherence and Originality in University Students' Writing in EFL: The Zagreb-Pécs Project
József Andor: No Problem
Vladimir Legac and Tea Horvatić: How Do Croatian Learners of English From the County of Menimurje Use Their Dictionaries?
Zoltán Lukácsi: Language and Gender: How Question Tags Are Classified and Characterised in Current EFL Materials
Part Four: Motivation and Anxiety
Judit Heitzmann: The Influence of the Classroom Climate on Students' Motivation
Zsuzsa Tóth: Foreign Language Anxiety - For Beginners Only?
Introduction
Three years ago, we published the first collection of papers that were originally given as talks at the University of Pécs Roundtable (UPRT) conference. Since then, we have organized three more such events. The current volume features what we regard as the best fifteen papers from 2008.
Four themes have emerged in them as major threads. The volume opens with two papers that report on large-scale vocational-school projects, followed by six studies that are connected by their exploration of students' and teachers' views and beliefs. Each of the five chapters in the third part focuses on a specific language phenomenon, whereas the fourth part presents the analysis of individual variables in its two studies.
As always, we are indebted to the contributors for sharing their work with us. We hope that our readers, too, will find their dedication worth their time.
The editors