A nyelvhasználat és a helyesírás tanítása 1. évfolyamos tanulóknak = Teaching language use and spelling to first-grade students

H. Tóth, István (2026) A nyelvhasználat és a helyesírás tanítása 1. évfolyamos tanulóknak = Teaching language use and spelling to first-grade students. Acta Universitatis de Carolo Eszterházy Nominatae. Sectio Linguistica Hungarica, 49. pp. 83-97. ISSN 26310198

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Abstract

This study focuses on issues of teaching and learning organization related to the development of language use and spelling in students aged 6–7. Children entering school already possess instinctive language use; making this use conscious, developing it further, and enriching vocabulary are among the school’s responsibilities. The relevant facts and relationships are presented on the basis of Galgóczi Lászlóné’s Hungarian language workbook for first graders (Galgócziné 2016) and her collection of practice exercises (Galgócziné 2021). The pedagogical background of my objectives is provided by Etel Takács’s still-valid views on basic mother-tongue literacy (Takács 1978). Along these important lines of thought, I have on several occasions elaborated my ideas and position in support of teaching spelling (H. Tóth 2008, 2016, 2018). When addressing the problems of teaching spelling, I apply a contemplative, additive, functional language- and literature-pedagogical strategy (H. Tóth 2015). In the background of this strategy we find the sociolinguistic attitude developed by Anikó Beregszászi, as well as the theory and practice of additive, cumulative task design (Beregszászi 2012).

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