@article{REAL228782,
          volume = {1},
          number = {1},
           title = {A magyar megsz{\'o}l{\'i}t{\'a}sok {\'e}s k{\"o}sz{\"o}n{\'e}si form{\'a}k tan{\'i}t{\'a}sa (nem csak) finneknek = ???????? ????????? ???? ????????? ?? ???????
??? ????? (? ?? ??????) = Teaching Hungarian address forms and greetings
to (but not only) Finnish speakers},
          author = {Ildik{\'o} Vecserny{\'e}s and Magdolna Kov{\'a}cs},
            year = {2022},
           pages = {61--84},
         journal = {ACTA ACADEMIAE BEREGSASIENSIS, PHILOLOGICA},
        keywords = {address forms, greetings, language teaching, pragmatic competence,
Hungarian, Finnish, ?????????, ????? ???????, ???????? ????, ??????????? ???????????, ??????, ????, megsz{\'o}l{\'i}t{\'a}sok, k{\"o}sz{\"o}n{\'e}si form{\'a}k, nyelvtan{\'i}t{\'a}s, pragmatikai kompetencia,
magyar, finn},
             url = {https://real.mtak.hu/228782/},
        abstract = {A megfelel{\H o} megsz{\'o}l{\'i}t{\'a}si {\'e}s k{\"o}sz{\"o}n{\'e}si form{\'a}k kiv{\'a}laszt{\'a}sa az anyanyelvi besz{\'e}l{\H o}k sz{\'a}m{\'a}ra sem egyszer{\H u}, k{\"u}l{\"o}n{\"o}sen az ut{\'o}bbi 30 {\'e}vben t{\"o}rt{\'e}nt {\'e}l{\H o}nyelvi v{\'a}ltoz{\'a}sok k{\"o}vetkezm{\'e}nyek{\'e}ppen. A sikeres kommunik{\'a}ci{\'o} megval{\'o}sul{\'a}nak {\'e}rdek{\'e}ben a tegez{\'e}s, mag{\'a}z{\'a}s, {\"o}n{\"o}z{\'e}s {\'e}s a nomin{\'a}lis form{\'a}k (t{\"o}bbek k{\"o}z{\"o}tt a kereszt- {\'e}s becenevek, poz{\'i}ci{\'o}ra utal{\'o} megsz{\'o}?l{\'i}?t{\'a}sok, foglalkoz{\'a}snevek, kedvesked{\H o} form{\'a}k) megismertet{\'e}se {\'e}s elsaj{\'a}t{\'i}ttat{\'a}sa fontos helyet foglal el a magyar mint idegen nyelv tan{\'i}t{\'a}s{\'a}ban. A megsz{\'o}l{\'i}t{\'a}sok eszk{\"o}zt{\'a}r{\'a}nak {\'e}s haszn{\'a}lati szab{\'a}lyainak elsaj{\'a}t{\'i}t{\'a}sa a hallgat{\'o}k pragmatikai kompetenci{\'a}j{\'a}t fejleszti. A megsz{\'o}l{\'i}t{\'a}sokat {\'e}rint{\H o}, viszonylag gyorsnak mondhat{\'o} v{\'a}ltoz{\'a}sokkal a nyelvk{\"o}nyveknek sem k{\"o}nny{\H u} l{\'e}p{\'e}st tartaniuk, ez{\'e}rt {\'a}ltal{\'a}ban a tan{\'a}ron m{\'u}lik, mennyire igyekszik {\'a}tadni az {\'e}l{\H o}nyelvi v{\'a}ltoz{\'a}sokat, illetve legal{\'a}bb fog{\'o}dz{\'o}kat ny{\'u}jtani hozz{\'a}juk. A megsz{\'o}l{\'i}t{\'a}sok tan{\'i}t{\'a}s{\'a}ra k{\"u}l{\"o}n{\"o}sen nagy hangs{\'u}lyt kell fektetni a skandin{\'a}v kult{\'u}rk{\"o}rh{\"o}z tartoz{\'o} finn anyanyelv{\H u}ek tan{\'i}t{\'a}s{\'a}ban. A mag{\'a}z{\'a}s ugyan l{\'e}tezik a finn nyelvben, de meglehet{\H o}sen ritk{\'a}n haszn{\'a}lj{\'a}k, olyannyira, hogy a fiatalabb gener{\'a}ci{\'o}k sz{\'a}m{\'a}ra neh{\'e}zs{\'e}geket okozhat a gyakorlatban. A finn nyelvben, ahogyan azt t{\"o}bb kutat{\'a}s is bizony{\'i}tja, a kereszt- {\'e}s becenevek, illetve a kedvesked{\H o} elnevez{\'e}sek haszn{\'a}lata viszonylag ritka, {\'e}s annak eg{\'e}szen m{\'a}s szab{\'a}lyai vannak, mint a magyarban. A (hivatali) ranggal j{\'a}r{\'o} megsz{\'o}l{\'i}t{\'a}sok eset{\'e}ben kiemelten neh{\'e}z a tan{\'a}r dolga: a finnben ezeket meglehet{\H o}sen ritk{\'a}n haszn{\'a}lj{\'a}k, s{\H o}t nemegyszer g{\'u}nyos, cs{\'u}fol{\'o}d{\'o} {\'a}rnyalatot kaphatnak. Ez{\'e}rt k{\"u}l{\"o}n figyelmet kell szentelni a tan{\'a}rok {\'e}s a(z egyetemi) hivatali b{\"u}rokr{\'a}ci{\'a}ban dolgoz{\'o}k megsz{\'o}l{\'i}t{\'a}s{\'a}ra, hiszen a hallgat{\'o}k egy r{\'e}sze Magyarorsz{\'a}gon folytatja nyelvi tanulm{\'a}nyait. B{\'a}r a k{\"o}sz{\"o}n{\'e}sek nem szerves r{\'e}szei a megsz{\'o}l{\'i}t{\'a}soknak, a tegez{\'e}s?mag{\'a}z{\'a}s t{\'e}mak{\"o}r{\'e}t indik{\'a}lhatj{\'a}k, illetve bizonyos hivatalos megsz{\'o}l{\'i}t{\'a}sok ? k{\"u}l{\"o}n{\"o}sen {\'i}r{\'a}sbeli form{\'a}ban {\'e}s ismeretlen szem{\'e}ly megsz{\'o}l{\'i}t{\'a}sakor (pl. Tisztelt Eln{\"o}k Asszony!) ? {\'a}ltal{\'a}ban mag{\'a}z{\'a}ssal j{\'a}rnak. Nyelvtan{\'a}rk{\'e}nt azt sem lehet eleget hangs{\'u}lyozni, hogy a magyar k{\"o}sz{\"o}n{\'e}sek egy r{\'e}sze ? konkr{\'e}t, tegez{\'e}sre vagy mag{\'a}z{\'a}sra utal{\'o} formai elem n{\'e}lk{\"u}l is ? inform{\'a}lis, tegez{\'e}st indik{\'a}l{\'o} (pl. a szia, szervusz), m{\'a}sik r{\'e}sze pedig form{\'a}lis (pl. J{\'o} napot k{\'i}v{\'a}nok!, Viszontl{\'a}t{\'a}sra!), {\'i}gy szinte mindig nemtegez{\H o} form{\'a}kkal j{\'a}r egy{\"u}tt. A form{\'a}lis k{\"o}sz{\"o}n{\'e}sek megtan{\'i}t{\'a}s{\'a}ra k{\"u}l{\"o}n hangs{\'u}lyt kellene ford{\'i}tani azokn{\'a}l a di{\'a}kokn{\'a}l, akiknek anyanyelv{\'e}ben ritk{\'a}bban haszn{\'a}lnak ilyeneket. Tanulm{\'a}nyunkban az {\'e}l{\H o}nyelvi kutat{\'a}sok alapj{\'a}n lesz{\H u}rt k{\"o}vetkeztet{\'e}sek figyelem?bev{\'e}tel{\'e}vel gyakorlati p{\'e}ld{\'a}kat, {\"o}tleteket mutatunk be a megsz{\'o}l{\'i}t{\'a}sok fontos jellemz{\H o}inek MID tan{\'i}t{\'a}s{\'a}hoz ? r{\'e}szben a kor{\'a}bban megjelent nyelvk{\"o}nyvekre, r{\'e}szben saj{\'a}t anyagainkra {\'e}p{\'i}tve. A hagyom{\'a}nyos m{\'o}dszerek (ford{\'i}t{\'a}si, tolm{\'a}csol{\'a}si feladatok) mellett modern, sokszor j{\'a}t{\'e}kos feladatokat fejlesztett{\"u}nk ki sok{\'e}ves nyelvtan{\'a}ri p{\'a}ly{\'a}nk sor{\'a}n. P{\'e}ld{\'a}ink inspir{\'a}lhatj{\'a}k a nem finn anyanyelv{\H u}eknek tan{\'i}t{\'o} MID tan{\'a}rokat is ? tan{\'i}tv{\'a}nyaik nyelvi h{\'a}tter{\'e}nek figyelembe v{\'e}tel{\'e}vel ? saj{\'a}t anyagok {\"o}ssze{\'a}ll{\'i}t{\'a}s{\'a}ra. {\ensuremath{|}} ????? ??????????? ???? ????????? ? ??????? ? ????????? ????????? ?????? ???
???????????? ?????? ????, ???????? ????????? ??????? ???? ????? ???? ????????
???????? 30 ?????. ? ????? ?????????? ???????? ??????????? ?????????? ?? ?????????
???????? ?? ???? ? ?? ????, ??????????? ???? (??????? ??????? ????, ?????????,
???? ?????? ? ????????, ????????????-????????? ???? ????) ?????? ??????? ???? ?
???????? ????????? ???? ?? ?????????. ????????? ?????????? ????????? ???????? ?
?????? ?? ???????????? ???????? ??????????? ??????????? ?????????. ???????? ??
?????? ????? ???? ?????????, ?????????? ???? ?? ????????? ?? ????? ?????????,
???? ???? ??? ????????? ????????, ????????? ??? ?????????? ??????????? ?? ???????
? ????? ???? ??? ? ????????? ???? ????? ?????????.
????????? ?????? ?? ???????? ???? ???????? ????????? ????????? ??? ?????? ?
??????, ??? ???????? ?? ?????????????? ????????. ???????, ? ???????? ???? ? ?????
????????? ?? ????, ??? ???? ???????????? ???? ???? ?????, ?????????, ?? ???
???????? ????????? ?? ???????? ???????? ?? ????????. ?? ??????????? ???????????,
? ???????? ???? ????? ?????????? ?????? ?????, ??????????, ????????????-????????
?????, ? ??????? ?? ???????????? ??????????? ????????????? ??? ???, ??? ? ?
????????? ????. ????????? ???????? ??? ????????? ? ????? ?????????? ?
?????????? ???????????: ? ???????? ???? ???? ???????????? ???? ?????, ??????
??????: ?????, ?? ???? ????????? ?????????, ????????? ????????. ???? ??????
????? ????????? ????????? ????, ?? ????? ???? ?????????? ?? ?????????? ??
?????????????? ????????????, ???? ??????? ????????? ??????????? ???????? ???? ?
????????.
???? ????? ?????? ?? ? ?????????? ???????? ????????, ????? ?????????? ????
???????????? ???-???, ? ??? ????????? ?????????? ? ???????? ?? ?????? ?? ???
????????? ?? ?????????? ???? (?????????, ??????? ???? ?????????!) ? ????????
????????? ????????? ?? ????. ????????-?????? ??????? ???????? ???????????? ?
??, ?? ? ????????? ???? ??????? ???? ?????? ? ? ??? ?????????? ??????????
?????????, ??? ???????? ?? ????? ???? ??? ???? ? ? ?????????????, ??
???????????? ????????? ?? ???? (?????????: szia, szervusz (??????)), ? ???? ???????
? ???????????, ?????????? (?????????: J{\'o} napot k{\'i}v{\'a}nok! (?????? ????!),
Viszontl{\'a}t{\'a}sra! (?? ?????????!)), ??? ?????? ????????? ????????? ?? ????. ??
????????? ????????? ???? ?????? ???????? ????? ????????? ???????? ? ??????? ???
?????????, ? ???? ? ?????? ???? ?????? ???????????? ?????. ? ?????????? ?? ?????? ??????? ?????????? ????????????? ???????? ??????????
?????, ???? ???????? ???????? ????????. ????? ?? ???????????? ????????
(???????? ? ?????????), ?? ??????? ????????????? ??????????? ??????? ??????
????????? ????? ?????? ????????. ???? ???????? ?????? ????? ??????? ? ??? ???
????????, ??? ???????? ?? ? ??????, ??? ???????? ??????? ??????????. {\ensuremath{|}} Choosing the appropriate forms of address and greetings is not easy even for the native
Hungarian speakers, especially as a result of the changes in the Hungarian language in the
last 30 years. In order to achieve successful communication, the acquiring the use of T and
V forms (by pronouns maga or {\"o}n) and nominal address forms (including first or last
names, nicknames, titles, job titles and endearments) occupies an important role in the
teaching of Hungarian as a foreign language. Mastering the tools of the address forms and
the rules of their use develops the pragmatic competence of the students. Because of the
relatively quick changes in the address system in Hungarian, the language books can not
be always up to date, therefore it usually depends on the teacher to pass on the changes in
the present language use or at least providing information on them.
Particular emphasis should be placed on the teaching of Hungarian address system to
native speakers of Finnish (a language belonging to the Scandinavian cultural circle).
Although V forms exist also in the Finnish language, their use is quite infrequent.
Consequently, the use of them can cause difficulties for the younger generations. In
Finnish, as several studies have shown, the use of last names, nicknames and endearments
are relatively rare and has completely different rules than their equivalents in Hungarian.
Teaching addressing by titles in Hungarian is challenging, because in Finnish titles are used
quite rarely and they can even get an ironic tone. Therefore, special attention should be
paid to addressing teachers and those working in the (university) bureaucracy, as some
students continue their language studies in Hungary.
Although greetings are not an integral part of address system, they may indicate the
subject of using T or V forms; and certain official address forms, especially in writing and
addressing unknown persons (e. g. Tisztelt Eln{\"o}k Asszony! ?Dear Madam President!?),
usually involve V forms. As a language teacher, it is not enough to emphasize that some of
the Hungarian greetings ? even without a specific formal or informal element ? are
informal and indicate T forms (e.g. a szia, szervusz), and some of them are formal
indicating almost always V forms (e.g. J{\'o} napot k{\'i}v{\'a}nok!, Viszontl{\'a}t{\'a}sra!). If the students do not use formal greetings regularly in their native language, the teachers of Hungarian
have to pay close attention to those forms of Hungarian in teaching and have to give
enough time to practicing the correct address forms during the whole period of Hungarian
language studies.
In this paper we present our best practices and ideas for teaching address forms and
rules of their use, based on the research on Hungarian language changes in the last 30
years. In addition to the traditional methods (e. g. translation, interpreting tasks), we have
developed modern, often playful tasks during our many years? teaching carreer. We
present practical examples for teaching of important features of the Hungarian address
system, based partly on the earlier published language teaching books and partly on our
own materials. Based on these examples and practices, teachers of Hungarian as a foreign
language may get inspiration to develop their own materials, within the limits of the
possibilities.}
}