Filogi 

Abstract: Students at the Department of Scandinavian Studies begin their studies without prior knowledge of Danish / Norwegian / Swedish, so intensive emphasis is given to language acquisition in the first year. Our research is based on the processing of results of a written basic exam in Norwegian (A2 language level) from the last eight years. The aim of the research is to find an answer to the questions which areas cause the greatest challenges and what methods can be used to overcome the given language difficulties. The impact of Hungarian as a mother tongue and the already known foreign languages ​​(English, German) on learning Norwegian is also investigated. Effective development of language skills, especially in this first year, is essential for students ’successful future studies. The present research is supported by CAF theories (Complexity, Accuracy, Fluency) in investigating syntactic complexity (see Skehan 1998; Ellis 2009; Berggreen, H.; Sørland, K. 2016).

Abstract: Het doel van het onderzoek dat in dit artikel wordt beschreven, was om een beeld te krijgen van de taalangstniveaus van de studenten Neerlandistiek die aan de drie Hongaarse universiteiten studeren (Universiteit Debrecen, Eötvös Loránd Universiteit, Károli Gáspár Universiteit van de Gereformeerde Kerk). Hoe verschillen de angstniveaus van studenten Neerlandistiek van de verschillende studiejaren aan de drie Hongaarse universiteiten? Met behulp van een enquêteonderzoek toetste ik de verschillen tussen de angstniveaus van de studenten in de context van het klaslokaal. De resultaten van het onderzoek laten zien dat de bachelorstudenten (vooral de eerstejaarsstudenten) hogere niveaus van angst ervaren dan de masterstudenten. Dit suggereert dat het niveau van taalkennis een invloed heeft op het niveau van taalangst.

Abstract: This paper tries to reveal the connection between the motif of androgyne and the concept of tragedy and irony. The starting point of the analyses of the tragic is The Birth of Tragedy (1872) by Friedrich Nietzsche. This work introduced two such aesthetic categories as Apollonian and Dionysian. These concepts help to illuminate not only the aesthetics of tragedy, but the role of dialogue in literary works. The other examined concept, the androgyny is based on Plato’s Symposium. The concept of androgyny is connected to love which influenced the Romantic writers. The androgyne also represents creation and work of art in Carl Jonas Love Almqvist’s novel. Tintomara, the protagonist of The Queen’s Jewelpiece (1834), embodies the perfect harmony of existence, art and love. She is like a mirror for everyone, therefore not only the object of desire but also the desired self. This problem leads to the question of identity which is also an important issue of Almqvist’s novel. The analysis compares romanticism with postmodernism through the concept of irony and the problem of identity (Lacan, Jameson). The postmodernism was highly influenced by romanticism as many theoretical writings pointed it out. The motif of the postmodern androgyne will be examined through Sara Stridsberg’s The Faculty of Dreams (2006). This novel is based on the life of a radical American feminist writer Valerie Solanas who attempted to murder the pop-artist, Andy Warhol.

Abstract: In this article I will present how the negative adverb not, and other negative structures, e.g. prefixes and suffixes are presented in different textbooks, and on the basis of this I try to get an answer to how students who learn Norwegian as a second or third language have difficulties in acquiring these structures. The hypothesis is that the focus on not and other negative structures in language books is not enough to keep negative structures in check. In addition to presenting the structures that are given as examples in the aforementioned language books, I also reflect on Mental Space Theory, which provides an explanation for why it is difficult to acquire negative structures and expressions, and why it is a challenge on a semantic level to understand negative expressions. The books that I have used for analysis are those that are used most in teaching at the Scandinavian Institute at Eötvös Loránd University (ELTE). In the survey, it appears that despite the fact that certain negative structures are already introduced at A2 level, it is much later, at B1 and B2 level that these are expanded with, for example, questions or different types of clauses.