Tudományos publikációk

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Open Access
15th Biennial HUSSE Conference. Abstracts
(Károli Gáspár Református Egyetem, 2022) Anglisztika Intézet; Angol Nyelvészeti Tanszék; Györke Ágnes; Adorján Mária; Bojti Zsolt; Dobó Levente; Zsámán Jetta; KRE – Bölcsészet- és Társadalomtudományi Kar
Open Access
Budapest in Noémi Szécsi's The Finno-Ugrian Vampire. The Grand and the Peripheral
(Leuven University Press, 2024) Györke Ágnes; Anglisztika Intézet; Angol Nyelvű Irodalmak és Kultúrák Tanszéke; KRE - Bölcsészet- és Társadalomtudományi Kar
Open Access
Canadian-German-Hungarian Cultural Reader
(Comenius 2010 Bt., 2011) Anglisztika Intézet; Angol Nyelvészeti Tanszék; Nagy Judit; Bánhegyi Mátyás; Bernhardt Dóra; Rau Albert; KRE - Bölcsészet- és Társadalomtudományi Kar
The Canadian-German-Hungarian Cultural Reader is a two-volume teaching resource pack containing a Student's Book and an accompanying Teacher's Notes.
Open Access
Central and Eastern Europe and the West: Affective Relations
(Brill, 2021) Györke Ágnes; Bülgözdi Imola; Anglisztika Intézet; Angol Nyelvű Irodalmak és Kultúrák Tanszéke; KRE – Bölcsészet- és Társadalomtudományi Kar
Open Access
Cities: Literature and the Urban Imagination. Introduction.
(2019) Györke Ágnes; Anglisztika Intézet; Angol Nyelvű Irodalmak és Kultúrák Tanszéke; KRE – Bölcsészet- és Társadalomtudományi Kar
Open Access
Code-switching and optimality: An Optimality-Theoretical Approach to the Socio-Pragmatic Patterns of Hungarian-English Code-Switching
(Károli Gáspár Református Egyetem, L'Harmattan Kiadó, 2018) Kovács Tímea; Anglisztika Intézet; Angol Nyelvészeti Tanszék; KRE – Bölcsészet- és Társadalomtudományi Kar
Open Access
Contemporary Hungarian Women’s Writing and Cosmopolitanism
(2020) Györke Ágnes; Anglisztika Intézet; Angol Nyelvű Irodalmak és Kultúrák Tanszéke; KRE – Bölcsészet- és Társadalomtudományi Kar
Open Access
Cross-border collaboration in teaching dictionary skills
(Institut za hrvatski jezik i jezikoslovlje , 2024) Margalitadze Tinatin; M. Pintérné Márkus Katalin; Angol Nyelvészeti Tanszék; Anglisztika Intézet; KRE - Bölcsészet- és Társadalomtudományi Kar
The paper presents a project devised by Georgian and Hungarian lexicographers which aims at improving dictionary use skills and dictionary culture in Georgia and Hungary. The project is based on previous experience, studies and findings of its authors at Ilia State University (Georgia) and Károli Gáspár University of the Reformed Church in Hungary. The feedback gathered from theoretical lexicography courses and the needs of the students emerging from these courses revealed the necessity to concentrate more on practical issues of teaching dictionary skills. The cross-border cooperation project will be divided into two stages. At the initial stage, the shortcomings in dictionary skills among students, as well as the special needs of students and teachers will be identified with the help of a questionnaire, supplemented by interviews and tests to refine the data. The results of the survey will be used in the next stage for the development of teaching materials, which will include a workbook (in print and e-book format), a teacher’s book (in print and e-book format), as well as a variety of online tools and exercises for language learners which will help them explore reference skills from many different angles and in different situations.
Open Access
Developing Dictionary Skills through Monolingual and Bilingual English Dictionaries at Tertiary-level Education in Hungary
(2023) P. Márkus Katalin; Dringó-Horváth Ida; Oktatásinformatikai Továbbképző Központ; Anglisztika Intézet; Angol Nyelvészeti Tanszék; KRE – Bölcsészet- és Társadalomtudományi Kar
Among reference works, dictionaries are particularly important in foreign language learning. Dictionaries provide language learners with a wide range of data, however, wading through the mass of data and information can be a daunting task. Mastering dictionary skills should be important in the language learning process; however, in official educational documents in Hungary, there are no clear guidelines on how to develop these skills. By integrating dictionary skills into the curriculum and teaching them explicitly in lessons, teachers could play an important role in bridging the gap between lexicographers and dictionary users. In the present study, we report on our methods of teaching lexicography and dictionary skills to students at a Hungarian university. The authors are speaking from experience, the discussion and accompanying material are based on more than 15 years of teaching practice. To ensure that the training can meet the expanding needs of young students, a longitudinal study was launched in 2020 to examine students' changing habits and needs. The aims of the article are threefold: first, to encourage the teaching of lexicography at university level by providing concrete methods, then to highlight the importance of dictionary skills, and finally, to emphasise the importance of integrating the effective teaching of the use of electronic dictionaries into dictionary didactics. In this context, the article underlines the need to incorporate new evaluation criteria as well as to develop new skills for digital dictionaries, different from those for print dictionaries, into education.
Open Access
Dictionary Skills in Teaching English and German as a Foreign Language in Hungary: A Questionnaire Study
(2023) P. Márkus Katalin; Fajt Balázs; Dringó-Horváth Ida; Oktatásinformatikai Továbbképző Központ; Anglisztika Intézet; Angol Nyelvészeti Tanszék; KRE – Bölcsészet- és Társadalomtudományi Kar
This study investigates the dictionary use of graduates in English and German as well as their attitudes towards teaching and learning dictionary skills in the classroom. The first section of the paper offers a historical overview of research on dictionary use and dictionary didactics in Hungary. This is followed by the detailed description of the quantitative research, which aims to investigate the participants’ (n=197) self-reported preferences and attitudes regarding dictionary use, their dictionary consultation behaviour, and the role of dictionaries as an aid to language learning and teaching. The research results partly confirm the trends revealed in previous international studies (e.g. increased use of online tools, reluctance to pay for dictionaries, low prestige of teaching dictionary use); they also show that there is a need for dictionary use skills to be taught from an early age and for placing a special emphasis on features and search strategies in the case of digital dictionaries. Based on these findings, the authors plan to design a core ‘dictionary skills’ module (with teaching aids and handbooks), which could be incorporated into a variety of courses in tertiary education.
Open Access
Doris Lessing's London Observed and the Limits of Empathy
(2017) Györke Ágnes; Anglisztika Intézet; Angol Nyelvű Irodalmak és Kultúrák Tanszéke; KRE – Bölcsészet- és Társadalomtudományi Kar
London Observed (1992) portrays London as a palimpsest which is profoundly different from the urban representations in Lessing’s early novels. As opposed to In Pursuit of the English (1960), The Golden Notebook (1962) and The Four-Gated City (1969), the volume depicts the metropolis as a joyful yet visibly controlled space, imagined by an unnamed narrator who is relentlessly wandering in the city. The London it presents hides secreted lives, yet it also requires the repression of empathetic affective responses to the lives of others. As I argue in this paper, the metropolis allows the narrator to enjoy urban life while remaining unaffected by its everyday traumas: she is not a hypersensitive urban observer in this city, but a disillusioned psychogeographer who opts for indifference in order to survive in the metropolis. Instead of offering alternative possibilities, as de Certeau believed in “Walking in the City,” walking produces a controlled and indifferent vision of the city in London Observed: it appears as an act that re-inscribes new narratives upon repressed stories. When read from today’s post-millennial vantage, we might discern how Lessing’s collection presciently suggests that the British capital, from the late 1980s onwards, was becoming not only a more visibly gendered and multicultural place, but also an indifferent and apathetic city, habitable at the price of declining empathy.
Open Access
Human and machine translation: a comparative analysis of neural machine- and human-translated EN-HU and HU-EN legal texts
(2022) Kovács Tímea; Anglisztika Intézet; Angol Nyelvi Tanszék; Besznyák Rita (szerkesztő); Bocz Zsuzsanna (főszerkesztő); KRE - Bölcsészet- és Társadalomtudományi Kar
As neural machine translation is increasingly more capable of modelling how natural languages work, the traditional tasks of translators are being gradually replaced by new challenges (Castilho et al., 2019). Consequently, more emphasis is placed on pre- and post-editing (revision) skills and competences (Pym, 2013; Robert et al., 2017), enabling the production of higher quality and near human-made translations. Therefore, the efficiency of pre- and postediting largely depends on how aware translators are of the mechanisms and limitations of neural machine translation tools adopted in given language pairs (Lample et al., 2018). This paper aims to demonstrate through the comparison of the neural machine and human-translated English and Hungarian translations of Hungary’s Fundamental Law and the U.S. Constitution, respectively, the different challenges arising in the course of translation and posed by posteditors, especially from the perspective of comprehensibility and well-formedness.
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Idegen nyelvi alapismeretek
(Károli Gáspár Református Egyetem, 2025) Péti Miklós; Kovács Edit; Daróczi Anikó; Patkós Gábor; Sára Balázs; Ivo H. G. Boers; Hrabovszky Dóra; Hajner Réka; Pataki-Tóth Angelika; Mátyás Anna Réka; Németh István; Fülöp József; Csoma Mózes; Német és Holland Nyelvű Kultúrák Intézete; Anglisztika Intézet; Keleti Nyelvek és Kultúrák Intézete; Kelet-Ázsia Intézet; Sámson Réka; Szentpétery-Czeglédy Anita; KRE - Bölcsészet- és Társadalomtudományi Kar
Open Access
Introduction. Periphrasis, Replacement and Renewal: Lessons for and from the history of English
(Cambridge Scholars Publishing, 2013) Pődör Dóra; Hegedűs Irén; Anglisztika Intézet; Angol Nyelvészeti Tanszék; KRE – Bölcsészet- és Társadalomtudományi Kar
Open Access
Introduction. The Modern City in Hungarian Culture. Translocal Interventions
(Leuven University Press, 2024) Györke Ágnes; Juhász Tamás; Anglisztika Intézet; Angol Nyelvű Irodalmak és Kultúrák Tanszéke; KRE - Bölcsészet- és Társadalomtudományi Kar
Open Access
Kisfaludy Kinga. Tézisek a fordítástudományról. Új fordítástudományi tanulmányok.
(2023) Kovács Tímea; KRE – Bölcsészet- és Társadalomtudományi Kar; Anglisztika Intézet; Angol Nyelvészeti Tanszék
Open Access
Lexikalista magyar mondattan
(Károli Gáspár Református Egyetem, 2025) Laczkó Tibor; Anglisztika Intézet; Angol Nyelvészeti Tanszék; KRE - Bölcsészet- és Társadalomtudományi Kar
Open Access
Lexikográfia és szótárdidaktika a Károli Gáspár Református Egyetem Angol Nyelvészeti Tanszékén
(2021) Pődör Dóra; P. Márkus Katalin; Anglisztika Intézet; Angol Nyelvészeti Tanszék; KRE – Bölcsészet- és Társadalomtudományi Kar
Open Access
Male-female relationships across cultures in Ann Y. K. Choi’s Kay’s Lucky Coin Variety (2016)
(Károli Gáspár Református Egyetem, 2020) Nagy Judit; Anglisztika Intézet; Angol Nyelvészeti Tanszék; KRE - Bölcsészet- és Társadalomtudományi Kar
Y. K. Choi’s recent novel, Kay’s Lucky Coin Variety (2016) contains ample references to the differences between Western and Eastern ways of courtship, romance and marriage. Applying Kim Min-Sun’s cultural communication theory to the analysis as described in her book entitled Non-Western Perspectives on Human Communication (2002), the paper will explore how the diasporic Korean-Canadian female protagonist, Yu-Rhee/ Mary’s ideas and experience of male-female relationships are affected by her Korean cultural heritage and the Canadian environment in which she grows up.
Open Access
Manók, törpök, tündérek és tündék. Az angol elf szó jelentéstörténete
(Magyar Tolkien Társaság, 2012) Pődör Dóra; Anglisztika Intézet; Angol Nyelvészeti Tanszék; KRE – Bölcsészet- és Társadalomtudományi Kar