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Second language (L2) motivation research has been thriving for the past decades by emphasizing L2 motivation theories and describing the motivated learner, while relatively few studies have dealt with how to motivate students in a systematic way. Approaches in these studies either included investigations into the role of different motivational strategies that teachers can use to motivate their students (Dörnyei & Csizér, 1998; Guilloteaux & Dörnyei, 2008) or the impact of various intervention methods (Chan, 2014; Mackay, 2014; Magid, 2014). Even though more situated and classroom-room related projects have been completed recently (Henry, Sundqvist & Thorsen, 2019), there is a need to provide further systematic analyses of how to maximize learner's L2 motivation in the 21st century. To fulfill this aim, the present theoretical investigation first summarizes the most important L2 motivation theories and their contributions to learner motivation, then outlines the challenges that make motivating students difficult in the 21stcentury. These areas comprise the role of English as a lingua franca, students' plurilingual identities and the relationship between student motivation and autonomy as a user. Among the main results and implications of the investigation features the finding that student motivation can be increased by engaging learners on their own terms and by involving their reality and creativity in the language learning process. Methods and activities which enable students to act as L2 users in the language class include translation and literature. In addition, the classroom as a venue of genuine communication can have a positive impact on student motivation in the practice of language teaching.

Despite the decreasing number of immigrants and their negligible presence, migration has dominated Hungarian public discourse. The article investigates issues related to migration in three contexts. First, samples from the government's immigration discourse, including a legislative package proposal and billboards, are subjected to critical discourse analysis to establish what terminology and rhetorical devices are used to evoke particular kinds of emotion in the readers. Second, the billboards of a counter-campaign organised by a Hungarian joke political party are explored to examine how they managed to turn around the message of the official campaign. Third, the paper investigates whether state education in Hungary can establish the golden mean and provide a balanced view of migration. For exploring the latter question, documents, such as the Hungarian National Core Curriculum in general and the section on the teaching of foreign languages in particular are analysed. The findings of the analyses show inconsistencies in the use of the relevant terminology and a predominantly biased view of migration in Hungary.

This article explores the potential of the classroom as a venue for authentic, real-life language use, and highlights the importance of unplanned classroom communication. Examples from the lessons of prospective English teachers in Hungary and Turkey indicate that, when given the opportunity, EFL students enjoy using the L2 spontaneously. The classroom observations provide evidence that unplanned interactions can create conditions which give rise to humour and linguistic creativity, both of which feature prominently in language use outside the classroom as well. By raising metalinguistic awareness and promoting fluency, humorous language play facilitates language acquisition as it enables learners to experiment as well as express their own meanings and find their voice in English. Teachers should, therefore, encourage off-task conversations and make good use of students' humorous repartee and asides. Teacher educators should also encourage prospective teachers to create and exploit opportunities for naturally occurring interaction in their future classes. [ABSTRACT FROM AUTHOR]

This article explores whether the perception of learner autonomy that is promoted in language pedagogy is suitable for preparing students to perform successfully in the changed circumstances of the use of English. Recent developments, which include the growing role of English as a lingua franca and computer-mediated communication (CMC), give rise to fluid and emergent contexts in which speakers from a variety of language and cultural backgrounds interact. It is argued that the current training-oriented view of learner autonomy in ELT, with its focus on learning processes, should be amended to enable learners to cope with the challenges of communication in the twenty-first century. In this article, an approach that shifts the attention to language use is suggested, where autonomy is developed through tasks and activities that engage learners on their own terms and allow them to effectively exploit their linguistic resources in online negotiation of meaning. [ABSTRACT FROM PUBLISHER]

Intriguingly, at a time when the ELT market is inundated with state-of-the-art coursebooks teaching modern-day English, a 30-year-old series enjoys continuing popularity in some secondary schools in Hungary. Why would teachers, several of whom are school-based teacher--mentors in the vanguard of the profession, purposefully choose materials which were published not years but decades ago? This paper attempts to find the reasons for their decision and argues for the importance of pedagogically appropriate texts. It confirms the view that it is not necessary for a piece to be written by native speakers for native speakers in order to be authentic in the classroom context. The study also suggests that texts which display qualities that works of literature possess can not only successfully engage and motivate learners but stand the test of time as well. [ABSTRACT FROM AUTHOR]

Introduction and Aim: The Hungarian Diet and Nutritional Status Survey examined the dietary habits of the Hungarian population. This publication presents the microelement intake., Method: The survey represents the microelement intake of the Hungarian non-institutionalised adult population of 18 years and older., Results: While the intake of iron, copper and manganese corresponded with the recommendations in males, in females it was insufficient. The iron intake of women in their reproductive age (9.8 mg/d) stayed well below the recommendation, thus representing a high health risk. In comparison to earlier Hungarian data chromium intake decreased significantly in both sexes (men p = 0.000, women p = 0.008) and the zinc intake of men (9.6 mg/d) decreased below recommended., Conclusion: Since the consumption of whole grain products with high microelement content in Hungary is very low, it would be favourable to increase the proportion of these foods in the diet. In case of women it is also necessary to increase the consumption of food groups (e.g. meat, fruits) contributing to the iron intake. Furthermore, communication of adequate nutrition, and the availability of healthy foods is essential for the entire population. Orv Hetil. 2017; 158(21): 803-810.

Introduction and Aim: The aim of the study was to assess and monitor the dietary habits and nutrient intake of Hungarian adults., Method: Three-day dietary records were used for dietary assessment, the sample was representative for the Hungarian population aged ≥18ys by gender and age., Results: The mean proportion of energy from fat was higher (men: 38 energy%, women: 37 energy%), that from carbohydrates was lower (men: 45 energy%, women: 47 energy%) than recommended, the protein intake is adequate., Conclusion: Unfavorable change compared to the previous survey in 2009 was the increase of fat and saturated fatty acid energy percent in women, the decrease in fruit and vegetable consumption, which explains the decreased fiber intake. An increasing trend in added sugar energy percent in each age groups of both genders was observed compared to 2009. Interventions focusing on the promotion of fruit and vegetable consumption and decreasing of saturated fat and added sugar intake are needed. Orv. Hetil., 2017, 158(15), 587-597.

Introduction and Aim: The Hungarian Diet and Nutritional Status Survey examined the dietary habits of the Hungarian adult population. The aim of the study is to present the macroelement intake of the population., Method: The study represents the macrolement intake of the population with age 18 or over on the day of 31 December 2013, of those who are non-institutionalised., Results: Salt intake decreased compared to the findings of the previous study in 2009 but it is still extremely high (15.9 g in men and 11.2 g in women). The potassium intake is below the recommendation, which together with a high sodium intake increases the risk of high blood pressure. Calcium intake in the youngest age group reached the recommendations, whereas the intake in the oldest age group was well below the references. Magnesium intake complied with the recommendation, the intake of phosphorus however exceeded it. High sodium intake still represents substantial public health risk., Conclusion: The reduction that occured in the population's salt intake since 2009 demonstrates the effectiveness of implemented prevention programs, cooperation with the industry and public awareness campaigns. Orv Hetil. 2017; 158(17): 653-661.