Working Papers in Language Pedagogy

School of English and American Studies - Eötvös Loránd University

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HU  ISSN  1789 - 3607


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Volume 12 - 2018

Volume 11 - 2017

Volume 10 - 2016

Volume   9 - 2015

Volume   8 - 2014

Volume   7 - 2013

Volume   6 - 2012

Volume   5 - 2011

Volume   4 - 2010

Volume   3 - 2009

Volume   2 - 2008

Volume   1 - 2007

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PhD in Language Pedagogy



Working Papers in Language Pedagogy   - 

Volume 4,  2010



Editors' foreword





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Editors’ foreword


It is our pleasure to present the fourth volume of WoPaLP - Working Papers in Language Pedagogy. We hope that this issue will follow in the footsteps of the previous ones in that it offers articles on a variety of relevant themes in language pedagogy that aim to serve as a springboard for further ideas and also as models or encouragement for student researchers and future contributors.


This volume contains five articles. In the first one, Éva Illés and Kata Csizér report on a pilot study carried out to investigate secondary school students’ contact experiences and dispositions towards English as an international language (EIL). One of their conclusions is that EIL is viewed as a simplified language and as a result, learners are prepared to devote less effort to the learning of English outside the classroom. The second article by Uwe Pohl and Margit Szesztay takes us into the area of tertiary education where the authors look at how group energy works and how it can be maintained in university language classes. They give us a glimpse of some of their colleagues views of the matter based on a series of interviews they carried out. The third article by Ildikó Szendrői examines Teacher talk in the ESP classroom in the context of a college course for students of tourism. Having conducted classroom observations, she contrasts the ratio of teacher talk and student talk, and also looks at the functions of teacher talk in the mother tongue. Still in the sphere of tertiary education, Éva Barta analyses test takers’ listening comprehension sub-skills and strategies. Her research led to the setting up of a new taxonomy of sub-skills and strategies, which will undoubtedly instigate further research into language testing and aid the work of language teachers. In the closing paper of this volume Beatrix Henkel looks at a very exciting issue when analysing the motivation for the learning of English and Ukrainian among Hungarian speaking minority learners in Transcarpathia.


Finally our grateful thoughts go to the members of the Advisory and Editorial Boards as well as to external referees, who have worked conscientiously on the manuscripts and helped the authors of the articles selected for publication with their comments and suggestions to improve the text. We also owe great thanks to the proofreaders, whose careful work helps us maintain the standards we set when launching WoPaLP four years ago.


             The Editors


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Éva Illés and Kata Csizér: Secondary School Students’ Contact Experiences and Dispositions towards English as an International Language – A Pilot Study


Uwe Pohl and Margit Szesztay: Understanding Group Energy in University Language Classes


Ildikó Szendrői: Teacher Talk in The ESP Classroom – The Results of a Pilot Observation Study Conducted in the Tourism Context


Éva Barta: Test Takers’ Listening Comprehension Sub-Skills and Strategies


Beatrix Henkel: Ukrainian and English Motivational Self System of Minority Learners in Transcarpathia





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