Komplex szövegértési vizsgálat első éves egyetemisták körében: A szövegértés új megközelítési szempontjai

Tibor Oláh

doi:10.3311/ope.39540

Authors

Tibor Oláh

Affiliation

Tibor Oláh, research teacher, applied linguist

Mihály Fazekas Practitioner Elementary and High School, Budapest

I have been teaching Hungarian language and literature in public education for 30 years. I received

my doctorate in applied linguistics in 2007. My research covers several segments of the language. I

am the author of a series of Hungarian language textbooks for secondary schools.

I live in Budapest and have four children.

Abstract

The description and measurement options for the relationship between mathematics and language include the examination of text comprehension. This competence has a wide range of applications. The examination of text comprehension contributes to the measurement of abstract, logical thinking. Text comprehension is an important part of success in both education and the labor market. To describe this ability, a measurement method is needed that describes the levels of interpretation of the competence, its possible deficits, and the areas of development in a more complex way. This micro-research measured the level of inductive and combinatorial thinking ability in the thinking of university students. The study thus aimed to provide a more accurate picture of the more combined, abstract measurement options for text comprehension. The results can be used in both higher education and public education.