A challenging aspect of linguistic politeness the use of the T-V distinction among the Generation Y Hungarian speakers in a university environment /
The use of the T–V distinction as a currently changing manifestation of linguistic politeness in the Hungarian language is a challenge not only for non-native speakers of Hungarian (NNSH) but even for native speakers (NSH) as well, especially among the young members of Generation Y. Therefore, this...
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| Dokumentumtípus: | Szakdolgozat |
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2018
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| Online Access: | http://diploma.bibl.u-szeged.hu/74298 |
| Tartalmi kivonat: | The use of the T–V distinction as a currently changing manifestation of linguistic politeness in the Hungarian language is a challenge not only for non-native speakers of Hungarian (NNSH) but even for native speakers (NSH) as well, especially among the young members of Generation Y. Therefore, this interlanguage study observes how this particular peer group (between the ages of 18 and 33) applies T and V forms in a university context. The survey takes a triangular approach towards the topic. 29 NSH and the same number of learners of Hungarian as a foreign language (HFL) having various cultural backgrounds filled in the discourse completion test (DCT) type of questionnaire constructed for this purpose based on the previously conducted group interviews with NSH and consisting of 9 situations of 7 kinds of speech acts. The answers of the respondents were analysed from three perspectives. First, comparing the answers of the control group of NSH with that of NNSH, typically occurring pragmatic formulas were collected. Second, the application of the T–V distinction and the (in)directness of the responses were assessed. Third, during the analysis of the answers, the field of recurrent errors made by NNSH was explored which contributed to the language pedagogical part of the paper, that is, how pragmatic competence can be developed regarding HFL. Aside from these, during the examination, hypotheses were formulated with the help of individual interviews taken with effective HFL learners which provide guidelines for further future research in interlanguage pragmatics. |
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