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1

ON THE SYSTEM OF SPELLING COMPOUNDS AS ONE OR TWO WORDS (A kuloniras es az egybeiras rendszererol)

100%
Antalne-Szabo A.
Magyar Nyelvor (Hungarian Language Guardian)
|
2009
|
vol. 133
|
issue 2
129-149
EN
This paper surveys the system of spelling compounds as presented in the current (11th) edition of Rules of Hungarian Orthography. Various problems are identified on the basis of an analysis of the chapter of the rulebook concerning the principles of spelling compounds. The presence and proportions of grammatical and spelling-specific considerations in the relevant rules are discussed. Problems are pointed out with respect to the content or phrasing of individual rules, or to the specific examples occurring in them. The authoress is a member of the Hungarian Language Committee of the Hungarian Academy of Sciences, working at present on the preparation of the 12th edition of Rules of Hungarian Orthography. In the framework of that larger project, the authoress presents suggestions as to how the problems noted could be overcome, and presents a new version of the relevant chapter that she wrote with that aim in mind.
2

QUESTION FIGURES IN TEACHERS' SPEECH II.

100%
Antalne-Szabo A.
Magyar Nyelvor (Hungarian Language Guardian)
|
2005
|
vol. 129
|
issue 3
319-337
EN
The subject-matter of this paper is a stylistic/rhetorical analysis of teachers' speech. The material investigated consists of acoustic and visual recordings of 50 videotaped school classes and their transcriptions. The main topic of the present paper is the set of teachers' utterances that have an interrogative form but are not real questions: neither questions that ask for information nor elicitation questions that are asked for pedagogical reasons. The author's aim is to find out what speech acts are embodied in such formally interrogative utterances and what grammatical forms are characteristic of them. She also discusses basic problems like what general features characterise in-class discourse or to what extent it is possible to delimit figures of speech in live text recordings, within context, at the discourse level. She also points out, on the basis of cognitive linguistic research and results in conversation analysis, the extent to which a reinterpretation of the classical stylistic/rhetoric tradition is called for. Her claims are also supported by results of other empirical investigations based on recorded school classes.
3

QUESTION FIGURES IN TEACHERS' SPEECH I.

100%
Antalne-Szabo A.
Magyar Nyelvor (Hungarian Language Guardian)
|
2005
|
vol. 129
|
issue 2
173-185
EN
The subject matter of this paper is a stylistic/rhetorical analysis of teachers' speech. The material investigated consists of acoustic and visual recordings of 50 videotaped school classes and their transcriptions. The main topic of the present paper is the set of teachers' utterances that have an interrogative form but are not real questions: neither questions that ask for information nor elicitation questions that are asked for pedagogical reasons. The author's aim is to find out what speech acts are embodied in such formally interrogative utterances and what grammatical forms are characteristic of them. She also discusses basic problems like what general features characterise in-class discourse or to what extent it is possible to delimit figures of speech in live text recordings, within context, at the discourse level. She also points out, on the basis of cognitive linguistic research and results in conversation analysis, the extent to which a reinterpretation of the classical stylistic/rhetoric tradition is called for. Her claims are also supported by results of other empirical investigations based on recorded school classes.
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