Our Team
Blanka Tary
researcher, teacher
University of Szeged
Blanka is a PhD student who has been examining in-service and pre-service teachers’ reading strategies in their mother tongue (L1) as well as in foreign languages (L2) (Tary, 2019a, 2019b, 2021, 2022; Tary & Molnár, 2022).
She has adapted the MARSI, MARSI-R and the SORS questionnaires, and used them in large-sample studies. In addition, she has been exploring beliefs about reading comprehension enhancement using qualitative methods (Tary, 2021). Blanka has also gained experience in teaching educational courses for pre-service teachers.
References
Tary, B. (2019a). How much do Hungarian teachers with English knowledge read in Hungarian and in English? In E. K. Molnár & K. Dancs (Eds), XVII. Pedagógiai Értékelési Konferencia (pp. 93). Szegedi Tudományegyetem.
Tary, B. (2019b). How does language proficiency level affect reading strategy use? In A. Zero, D. Zeĉić-Durmišević, M. Tolić, M. Turanović, & N. Ĉordalija (Eds), 11th AILA-Europe Junior Researcher Meeting in Applied Linguistics. Multiperspectivity in Applied Linguistics (pp. 45–46). Faculty of Philosophy, University of Sarajevo.
Tary, B. (2021). Anya-, illetve idegen nyelvi szövegértés vizsgálata pedagógusok véleményének tükrében. Iskolakultúra, 31(3), 30–50.
Tary, B. (2021). Tanárok és tanárjelöltek olvasási stratégia használata és olvasási szokásai anya,- illetve idegen nyelven. Képzés és gyakorlat, 19(3–4), 189–197.
Tary, B. (2022). Hungarian teachers’ reading strategy use in mother tongue and foreign language analysed by background variables. Hungarian Educational Research Journal.
Tary, B., & Molnár E. K. (2022). A MARSI-R kérdőív magyar adaptációja – olvasási stratégiák vizsgálata anya-és idegen nyelven egyetemi hallgatók körében. Iskolakultúra, 32(5), 57–75.
