2018 年 4 月 中国应用语言学（英文） Apr. 2018 第 41 卷 第 2 期 Chinese Journal of Applied Linguistics Vol. 41 No. 2 241 Language Use and Language Learning in POA Éva ILLÉS Eötvös Loránd University, Hungary One of the outcomes of the thought provoking and stimulating conference for me was the realisation that some of the problems experienced in the Chinese context are similar to the ones Hungarian foreign language education faces. The first such issue is the efficiency of language teaching in Hungary. According to a European Union survey (European Commission, 2012), Hungary occupies the bottom place with regard to the number of Hungarians who can speak languages other than their mother tongue. This is despite the fact that the number of teaching hours during the first two years of foreign language teaching is among the highest in Hungary within the EU (European Commission/EACEA/ Eurydice, p.105), and that recommended minimum for annual instruction time for foreign languages in compulsory education is more than the time spent teaching foreign languages in Austria, which is 11th among the 28 EU countries regarding the knowledge of foreign languages (European Commission/EACEA/Eurydice, pp. 106-7). Secondly, it seems that in Hungary, too, there is a gap between the input and the output in that the input does not always result in intake materialising in the learners’ output. One perhaps weak excuse for the dire state of Hungarian language education may be that Hungarian, similarly to Chinese, is not an Indo-European language, albeit it is not as different from English as Chinese. More importantly, however, the inadequacy of language teaching in Hungary may be partly due to the separation of learning from using the foreign language, as experienced in the current English instruction at the undergraduate level in China (Wang, 2016, p. 2). In Hungary, English language education follows Communicative Language Teaching (CLT) in that learners are prepared for participating in future acts of communication with idealised native speakers. In order to be able to meet the requirements of such interaction, learners need to be familiar with not only the language but also the norms of native speaker communication. In other words, they have to adopt native speaker schemata regarding what counts as correct and appropriate understanding and production of the target language. In this approach, authenticity of interpretation and relevance are determined by the outsider user rather than the learner of the language, thus creating the separation between language learning and use, and the gap between input and output. ISSN 2192-9505 Chinese J. of Appl. Ling. 41-2 (2018), pp. 241-243 DOI 10.1515/cjal-2018-0016 © FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy Brought to you by | Stockholm University Library Authenticated Download Date | 8/29/19 8:12 AM