Nyelvi hibajavítások tranzakcionális elemzése

Correction of language use and TA It is widely known that the mother tongue education plays a significant role in disseminating prescriptive rules of language use. If we analyse classroom communication with the methods of transactional analysis, we find that teachers and their students often do not communicate like members of a learning community discovering their linguistic and social environment: children act like sons or daughters and their teacher plays the role of a parent. Verbal punishment, humiliation and the evocation of deep emotions are equally used as means of shaping the verbal performance of the students. From the perspective of the methodology of mother tongue education, this practice is damaging because it misleads the process of teaching, and crucially a knowledge about the game itself—and not a knowledge about the rules of the living Hungarian—can build up and be strengthened. The present paper illustrates the opportunities of transactional analysis in understanding classroom communication with special regard to metalinguistic performance. The examples are cited from the database of a doctoral survey carried out in 2009. Sixty-two lessons (circa 46 hours of oral communication) were observed and noted. The analysis of the data is afloat. This paper presents the first results of the analysis. Using the conceptional framework of social contructivist pedagogy and adapting the theory of Berne (cf. Games People Play), hidden mechanisms of verbal suggestion come to light. SZABÓ, TAMÁS PÉTER