Advantages Global Pupil Experience, Association des Etats Generaux des Etudiants de l’Europe as well as European Students’ Forum (AEGEE), American Start For Foreign Study (AIFS), European Community Action Scheme for the Mobility of University Students (ERASMUS) and Education Abroad System (EAP).
These are the most famous study in another country programmes not simply in The european countries but in the world. These programs provide opportunity for students, instructors and personnel to learn and work in research abroad framework. According to the programmes’ official websites, the involvement increases the students’ mobility, develop their social awareness and provide a useful and lifelong experience.
The European Union expanded the boundaries in European countries, so currently it is much easier to spend a couple of months or possibly a year within a foreign college or university. The most popular examine abroad system in Hungary is ERASMUS. Between 1998 and 2008 more than twenty-five, 000 undergraduates had been analyzed in a foreign university through the 63 Hungarian universities. Even though the study-abroad programme has bigger popularity inside the celebrated institutions, almost every university or college and school have sent and received students.
Based on the home page of Tempus General public Foundation, last season almost four hundred students participated in the system in 25 European countries through the University of Pecs (UP). Besides, UP has student mobility contracts with universities from the United States of America and The japanese too. Inspiration is a significant point in learning issues specially in language learning.
Determination can be grouped in several methods. But the idea of motivation may be divided into two parts: the first is language learning motivation; the 2nd one is motivation to study abroad. Language learning motivation ‘involves the attitudes and affective states that impact the degree of work that learners make to understand an L2′ (Ellis, 1997, p. 75). Study in foreign countries motivation contains three components, according to Elizabeth Murphy-Lejeune (2002).
We are able to study russian learners’ motivations in these two ways too. Consequently , motivation is known as a major issue in language learning which is often effectively analyzed among learners who spend a semester or one academic yr in a international university. The analysis abroad context can affect the students’ learning methods, cultural views and behaviours. Why carry out students learn foreign ‘languages’?
How will each uses their secondary language knowledge? Why do that they decide to join the ERASMUS programme? So what do they think about and are that they satisfied with the programme? My thesis focuses on these queries. I have made an overview about ERASMUS students’ experiences and expectations about the time they have spent in Chest muscles.
I interviewed six international students from different countries and I asked the same concerns. I have examined and in contrast the answers to make a thorough study regarding the ERASMUS programme’s desired goals and effects. The initially chapter overviews the materials on language learning motivation and study abroad programmes, but mostly the ERASMUS system. The concept of inspiration and the understanding of its kinds are very important to understand and examine correctly the students’ aims while they are in a study overseas context.
Inside the second phase I bring in the circumstance of the interviews and then We explain the interview concerns which the standard data of my thesis are. In the data examination section I actually elaborate the answers of the participants which supply the effects of my personal research. The results provide an overview about the seeks and goals of the ERASMUS programme and also focus on the interviewees’ achievements, ideas, and reflections. The final outcome contains the short summary of the findings plus it leaves open the door for more examinations in the foreseeable future.
Chapter you: The Circumstance of Determination and Study-Abroad Programmes 1 . 1 Inspiration of Learners Why do students start to learn a second or a third language? Why do that they move to another university to enhance their english language proficiency? Motivation is not the appropriate answer to these kinds of questions yet gives an initial point via where further analyses could be accomplished. I believe successive learning and cement aims may not be achieved without strong motivational force.
This is especially true in secondary language learning in addition to the discipline of learning abroad. Those two concepts are generally not strongly connected but the two are indispensable while examining second language learners within a study abroad context. 1 ) 1 . 1 . Language Learning Inspiration Students who also decide to learn at a foreign university for a semester or perhaps an academics year have got two types of motivations: learning motivation and study-abroad motivation. The first one looks earlier inside the learning process because many students start learn dialects mostly within their childhood.
Coleman (1996) mentioned that there are 10 main reasons why students learn to learn a language: (a) for their future profession, (b) because they like the language, (c) to travel in several countries, (d) to have a better understanding of the pattern of life in the country or countries where it really is spoken, (e) because they would like to live in the nation where it truly is spoken, (f) because they are proficient at it, (g) because it is a major international language, (h) to become a better-educated person, (i) to meet a greater variety of people in their life, and (j) to access know/make friends among the individuals that speak that. These inspirations are emerging mostly in high school, if the students have previously developed a better intellectuality and self-reliance.
These kinds of motivations could be narrowed down fundamentally into several types of language learning inspiration. According to Ellis (1997), these are the instrumental, integrative, resultative, and intrinsic inspiration. Instrumental motivation is the most common one. College students want to attain a higher level of language proficiency for some practical reason, at the. g. to acquire a language qualification, a better job, or a place in a university or college.
They think the high vocabulary proficiency can easily open up ‘educational and economical opportunities intended for them’ (Ellis, 1997). Integrative motivation is far more complex. The use means the incorporation of individuals as means in societies. Some students ‘learn a specific L2 as they are interested in the people and tradition represented by target terminology group’ (Ellis, 1997, s. 75). To describe it in occurs when somebody opt to migrate into a foreign nation but before this, he or she really wants to become acquainted with the culture and attitudes of the focus on language’s group.
This type of inspiration also shows up in bilingual and multilingual communities. Such as many The english language speaking Canadians start to study French. Ellis (1997) includes a very good definition upon resultative inspiration: … motivation is the reason behind L2 achievement. However , it is additionally possible that motivation is the response to learning.
That is, learners who experience achievement in learning may become more, or in some contexts, less determined to learn. (p. 75) Making use of the Canadian example, ‘the accomplishment of learning French might intensify English-speaking learners’ taste for People from france culture’ (Ellis, 1997). Innate motivation is actually a highly interesting type. The learners might not have any general reasons for learning a second dialect. Usually they cannot have confident or bad feelings for the foreign language and also the natives of this particular dialect.
It does not imply that they are unmotivated. They are rather curious about chinese and the tasks they have built and they are considering the learning activities too. Dornyei, Csizer and Nemeth (2006) have asserted that English language started to be a stato franca on the globe and ‘there is a growing tendency worldwide for people to develop a bicultural identity’ (Dornyei, Csizer, & Nemeth, 2006). Therefore , pupils start to study English to be able to integrate not only in their individual culture, but also in the whole world too. This statement fits to get other ‘languages’ as well, since with a secondary language students are getting familiarize the lifestyle of the foreign language group.
With second language obtain usually looks the desire between students to satisfy with the local speakers with the second language also to become a worldwide individual. 1 ) 1 . 2 . Study-Abroad Determination The journey itself, the discovery of something new, to fulfill with new people from a different sort of culture were always a very good motivational push for academics, explorers, and great thinkers but this is also true for the majority in the students. According to Chirkov, Safdar, T. de Guzman, and Playford (2008) the motivation of international scholars who check out a foreign nation for learning is an important take into account predicting their very own adjustment.
This statement signifies that ERASMUS pupils have an opportunity to become more portable, accommodating and recipient. Though study-abroad determination is highly complicated, it has almost identical harmonizes with and qualities among all undergraduates. Living in an exotic town, meeting people from distinct countries, and pursuing a unique course of study will be the common types but as At the Murphy-Lejeune (2002) stated you will find three main motivation types: … terminology, work (studying and professional experience together) and personal enrichment, often the wish for something besides routine, whether meeting new comers or suffering from something new.
The language-learning motive subsumes the cultural finding motive linked to knowledge of the host nation. The academic or perhaps professional motive includes styles such as the prefer to study in other places, to gain professional training in order to discover new studying methods. The personal objective covers a big area associated with desire for travel around, for personal excursion, for new experience or for self-development. (p.
80) Although these 3 motives are different, they are remarkably connected. The information of one or maybe more foreign different languages is important in the context of employment. Students’ aims tend to be the desire pertaining to better life conditions which, they think, is accessible by obtaining an existential profession. The desire to live in an exotic country, study new pleasures is not just a fantastic adventure for the undergraduates but gives priceless encounter too. New and different intentions produce their persona more complex, open minded, and rich which will be so profitable inside their future lifestyle.
Language learning presents new civilizations, world views, and maybe the most crucial, different people on their behalf. Motivation is definitely the driving engine which redirects students in order to ways in their lives. It can be highly which some get another encouraging power although they are currently gone to a foreign university. The different motives also fluctuate and evolve with time. The longer the stay, the more causes emerged.
For example , a foreign undergraduate motivated with a specific discipline of interest at the beginning of the stay, but after having a while he / she became enthusiastic about the web host country and finally in the indigenous people as well. This developing order could be recognized in other motivational links aswell. Even if motivation have been researched coming from several elements and by various experts, like Safdar (2008), Playford (2008), Ellis (1997) or Dornyei (2006), it can be still a great emerging discipline which can be researched from a lot of points of watch. 1 . 2 The ERASMUS Programme The phrase ERASMUS is short for, standing for European Region Action Plan for the Mobility of University Students.
The acronym coincides with the brand of Erasmus of Rotterdam, a Dutch scholar whom lived and worked throughout Europe at the beginning of the 16th century. The founders in the programme pointed out that this is an ideal match due to scholar’s migrating life, which usually corresponds with the students’ everydays, who spend a semester or an academic 12 months in a study-abroad context (ERASMUS Programme, 2010). The programme has a lot of specific targets. These are: to further improve the students’ and educating staff’s freedom, to increase and improve the cooperation between degree institutions, also to support fresh learning and teaching tactics and enhancements.
As the European Commission’s decision mentioned, the general purpose of the system is to build a European Advanced schooling Area and foster creativity throughout European countries (The ERASMUS Programme, 2009). The ERASMUS programme was adopted in 1987 however the program only reinforced pilot pupil exchanges for six years. At that time a lot of European Union member states would not appreciated the programme (such as France, Germany plus the United Kingdom) but a compromise was worked out and so the final decision came to be in 06 1987.
In the first academics year a lot more than 3, 500 students had participated in the programme under the framework of SOCRATES plan, which was changed by the Lifelong Learning System 2007-2013 in 2007. Today more than 150, 000 college students participated inside the programme, per an academics year. ERASMUS MUNDUS affinities with ERASMUS and this connect non-European universities with European ones, just like Japan or Turkey.
According to the document, ERASMUS Program (2010), ‘there are currently 2, 199 degree institutions participating in ERASMUS through the 31 countries involved in the Long term Learning System 2007-2013 and also 1 . 6th million college students have already considered part. ‘ Nevertheless, the programme helps the range of motion and further teaching of educators and personnel; more than 20, 000 individuals have already became a member of the system. The ERASMUS programme is very popular in Hungary too. Coming from 1998 a lot more than 25, 500 students experienced travelled to a foreign university right up until 2008. The numbers display a growing tendency which means that the programme is more and more fashionable and generally celebrated in every year.
In Hungary there are 63 corporations that have fixed the deal with the European Commission, from the biggest and well-known colleges across the universities to the more compact artistic institutions. According to the study of Tempus Public Basis, the University of Pecs is at the other place among the list of universities from where students got travelled abroad. In the last a decade almost 3, 000 undergraduates spent 1 or 2 semesters in foreign establishments. Only Eotvos Lorand School dispatched more.
The College or university of Chest muscles ensures around eight 100 positions to travel abroad within the faculties, nearly in every academics specialization. The Faculty of Music and Visual Disciplines, the Faculty of Mature Education and Human Resources Development, the Faculty of Organization and Economics, and the Medical School have the least free positions (25, 29, 15, 36), the Faculty of Sciences has almost 60 places as the Pollack Mihaly Faculty of Engineering, the Illyes Gyula Faculty of Education, as well as the Faculty of Law send almost a hundred students to a foreign university. The Teachers of Humanities is the leading establishment among the UP’s ten function, as it allotted more than three hundred and fifty students throughout Europe in the last two semesters.
It is because of the many academics specialization as well as the good and well-designed advertising and vulgarization among the undergraduates. The teachers also obtains a huge number of foreign students from various countries inside the European Union. With the aid of Monika Szalai, ERASMUS planner, I had picked six international undergraduates to whom which I produced my selection interviews. 1 . several Summary The increasing demand for ERAMSUS Programme among undergraduates and the developing number of engaging universities present that studying abroad is actually a highly growing area in higher education all over Europe.
The teaching staff’s mobility, the numerous foundations and financial assists provide modern and visible possibilities for individuals who want to invest a session or an academic year in a overseas university. ERAMSUS is the biggest student freedom organization in Europe. It offers the opportunity to keep up with the students’ ethnic, educational and private desires, this enriches their particular knowledge and experiments and supplies better foresight for their foreseeable future. The School of Chest muscles is a head institution in Hungary and Central-Europe as being a student recipient and sender institute.
The well-organized programs, the ready teachers and ERASMUS planners make the UP a popular and frequently visited school. UP, among the oldest educational institutions in Europe, steps up the typical of education to the level of famous West-European institutions meaning favourable atmosphere for students who wants to expand their scope. Hence, these situations, not just in Pecs naturally , can be one of the undergraduates’ main motives.
Besides, there are several other reasons too, why undergraduates plan to go to a foreign university. Personal, professional, and self-developmental reasons are also prevalent. According to Murphy-Lejeune (2002) to live foreignness and to speak foreignness or live totally different to what would be the norm the daily routine are good motivational causes too.
As for students’ future, multinational businesses and larger national companies frequently provide preference for many who has an worldwide experience and higher ethnical awareness. A large number of learners are already very self conscious at the age of 19-22, so they built their future lifestyle as early as they can. Rich tests, cultural know-how and multilingualism come to be common and also fundamental for these fresh undergraduates. Phase 2: The investigation Study with Foreign Learners 2 . 1 The Framework of the Interviews Why carry out students in the European Union choose to join a worldwide programme to study abroad?
The investigation on this question is a quite newfangled but rising phenomenon in applied linguistics. The undergraduates’ reasons and motives give the basic info in this field which can be accumulated in several techniques. The most common ones are customer survey surveys, fresh studies, circumstance studies, diary studies, and interviews (Dornyei, 2007). I selected structured interviews for my personal qualitative analysis. Interviews supply the basic data to my own thesis so the way could scheduled that, was a vital point.
My own fundamental idea was that if I wanted to gather comprehensible and advantageous info, I will ought to provide calm surroundings with no oppressing and disturbing effects. I did not need the interviewees to feel embarrassed or anxious because i think it leaves its tag on the benefits. Thus, Choice to hold the interviews like a friendly, basic chat. Consequently , I maintained the selection interviews in espresso bars next to a cup of tea or a beverage. As I experienced felt, the interviewees had been chilled out and calm so they were doing not go through the official atmosphere of the interview.
In these organized one-to-one selection interviews I employed an developed, pre-prepared interview schedule, that contain a list of questions. Dornyei (2007) claimed that such handled interviews make certain that the interviewee focuses on the prospective topic location which makes the answers identical across diverse respondents. Nevertheless is, yet , that in a structured interview there is little opportunity for variance or spontaneity and there is very little flexibility in the way concerns are asked.
The interviewees had hardly ever met with the other person before. That may be important, since I did not desire them to interchange my concerns and discuss the answers. In every single occasion there have been only one pupil and myself.
I always registered the talk with a voice-recorder with the acquiescence of the international undergraduates. Time of the interviews varies among six and fifteen minutes, depend upon which students’ nationality and language proficiency. While Dornyei (2007) argues, a total interview entails a lot of carefully designed steps, such as the planning of ethical concerns and the organizing of the interview guide. The function from the interview guide is to help the interviewer to never omit anything at all, to keep the order of the questions, in order to give themes for the opening assertions.
Notes within the guide may also help to be careful with terminology and moral issues, such as grammar and pronunciation, and considering the interviewee’s age, contest and male or female. Mutual esteem is also very important to keep the interview in the desired channel. The avoidance of stereotypical assertions towards distinct nations and religions is important too.
Because of this I always attempted to talk and behave properly during the interviews and be because polite as it can be to avoid nuisances with the learners. 2 . 2 Participants and Interview Questions 2 . 2 . 1 Participants The ERASMUS mentors from the faculty coordinate a program, called nation presentations, every single Thursday evening every term. I went to such an evening twice to find volunteer overseas students.
With the help of Szalai Monika, who is the ERASMUS planner of the faculty, I found six undergraduates, three males and three females, from 6 different countries. They are with the age among twenty-one and twenty-four. These students study in the Faculty of Humanities, all of them take their studies seriously, therefore they have suitable thoughts and they are trustworthy inside the point of view of my info collection. During the interviews and the transcripts of the documented conversations My spouse and i used the interviewees’ true names with their permission.
My own first interviewee was Spencer, who comes from the United States of America. He lives in Saranac Lake, New York. He discovers communication and psychology in the University of Pecs. Alongside his main lectures he also has Hungarian and Italian courses. Wiebke lives in Holland, Germany and she is an MA college student.
She will take political and cultural classes and your woman works inside the framework of Pecs2010 Western Capital of Culture. The lady had been nationwide for one 12 months, so she actually is a perfect British speaker and her partner is Hungarian, so she has high Hungarian language proficiency too. Yoshi is an undergraduate in Akita International University, Asia. In the College or university of Chest he takes courses about the history of colonies plus the USA, yet he also offers media lectures in British.
My next interviewee was Kim from Daegu, South-Korea. She is an English major, and learns The english language Literature at the English Division. Huseyin comes from Turkey. He can a very acuto and thorough person.
In Pecs he studies Russian and Hungarian language and literature, international economics and politics, and American lifestyle. He is very motivated and self-supporting that really help him to become conscious and far-seeing scholar. The last but not least interviewee was Magdalena from Poznan, Poland. The girl with a Hungarian major; as a result Hungarian is definitely her secondary language. She also speaks English too.
The selection interviews were held in English as a result of interviewees’ second language is British, except the case of Wiebke and Magdalena, who asked me to speak in Hungarian as it was much easier for them and they prefer that language. The transcripts of the six selection interviews can be found one by one at the end of my thesis, under Appendix C. 2 . 2 . two Interview Queries The interview questions were asked within a strict in an attempt to each student, to make the analysis easier plus more comprehensible. The ordering will be based upon three problem types: at the beginning there are a few initial questions which in turn supply a little warming up and present some basic advice about the undergraduates.
The initial few questions are very important since they set up the sculpt and the feelings of the interview and make an initial relationship. The research inquiries give the primary body of my thesis with particular questions. These are generally more focused and practical kinds. These are also pointing out the students’ feelings, impressions and opinions.
According to Patton (2002) there are six types of articles questions concentrating on: (a) experience and behaviors, (b) thoughts and principles, (c) thoughts, (d) knowledge, (e) physical information, and (f) qualifications or market information. With my inquiries I was executed to explore the undergraduates’ inspirations, their specific aims and future plans. The finishing questions are focusing on the students’ thoughts about Pecs and these are the final ones also. Here the undergraduates had the agreement to add further information by their very own.
The questions were piled up in connection with one another. They dealt with areas just like ERASMUS, the students’ aspires, and their upcoming benefits. I’ve made the question planning relative to Szentpali Ujlaki’s Study-Abroad Determination – First Results of the Pilot Task (2007).
That paper deals with outgoing Hungarian ERASMUS students’ motivation by Kaposvar University, thus it truly is highly interdependent with my own research. Following the interviews We transformed the recordings into textual kind. I also had to translate two selection interviews from Hungarian into British. The transcribing process was very slow and time-consuming but essential for the qualitative info collection. Even though it is difficult to give backside the feeling plus the non-verbal facets of the interviews, such as body-language, pauses, or perhaps louder speaking and highlighted words, I actually tried to associated with transcripts because similar and appropriate as it can be, so I possess kept the accuracy challenges and other vocabulary issues just as the common version.
2 . 3 Info Analysis The the data analysis is based on the examination and comparison of the students’ answers. I also used a questionnaire which has been made by the ERASMUS team and filled by overseas students. Though it is relevant to my exploration, it simply has supporting results. The analysis adopted the purchase of the study questions; We compared and analysed the undergraduates’ answers one by one. I actually explained the findings having a summary which is the main physique of the last conclusion.
How come did you determine to join the Erasmus plan? This issue is the most significant one in respect to students’ motivations. The answers change in a wide range, as the students’ different character, though there are some similarities as well. Spencer explained that he ‘wanted to truly know more element of Europe, meet with international learners, study with international learners and learn new pleasures, try new things’ and Kim declared she ‘wanted to meet numerous people with different cultures’.
To expand all their cultural awareness and discover different countries are usually giving a solid motivational push to ERASMUS students, but I got a lot of different answers too, like ‘because I get money’ (Wiebke) or ‘because I wanted to study the Hungarian terminology in Hungary’ (Magdalena), and so financial and learning concerns are also extremely important. According to the set of questions of the ERASMUS team, learning abroad offers numerous ethnical programmes, trips across the number country and specific courses which are not available in their schools. Did you choose any preparing for your study-abroad period? ‘Well not much.
Come on, man I knew that I want to come here and discover on my own’ (Spencer). ‘I bought a few books about Hungary, but I didn’t really check it, yet cooking or some pictures’ (Yoshi). ‘Yes. I had formed a Hungarian class in Kaposvar and we not just examined Hungarian terminology but also Hungarian stories, culture and music or something like that’ (Huseyin). ‘Yes, it think it helps a whole lot if there is somebody in the relatives whom with easier be familiar with cultural and historical issues’ (Wiebke). ‘Because of I’m a Hungarian major I had to learn Hungarian history and literary works so I knew at home already and this is usually not my personal first stay in Hungary’ (Magdalena).
I believe, with out some basic information about the web host country it is quite impossible to integrate in a different traditions than our very own. For a long term ERASMUS student it is very necessary to collect information about the number country by reading and learning. While Wiebke mentioned, a assisting family can sort out a lot of information as well.
With some qualifications knowledge it really is easier to set up relationships, understand the native’s behaviours and control ourselves in everyday life. So why do you a new foreign language? The answers for this question varied among the learners, mostly because of their cultural qualification.
The learning guidelines of their countries define the language proficiency level, which should be gained by the undergraduates to manage to get thier degree. As a result they need several learning approaches and should reach the required language effectiveness level. ‘You know in Korea, English is a blossoming language, well-liked very much’ (Kim). Absolutely, it is possible to find students whom are intrinsically or integratively motivated. I came across these types of motives in the case of Yoshi and Wiebke. ‘I was interested in The english language at the Junior High School.
And after that I went to High School that was focusing on English, so there are more classes in English language compare to other high school’ (Yoshi). ‘I have analyzed a lot The english language, we started when I was seven and I have been in the US and Down under too. I’ve started master Hungarian several years ago, since I met with a Hungarian boy’ (Wiebke). With second or third language they turn to be as mobile as never in the world.
Vast vistas open up for them, so they can exploit a whole lot of chances, for instance distinct professions, travels, and further studying. Do you have any special target or aspires you would like to obtain in this term? Although students’ primary motive is learning, they have a range of more specific aspires which they would want to accomplish inside the semester.
The driven power to attain these types of goals is mainly the a key component motivation. The undergraduates’ primary aim is always to pass their particular exams at your home by the knowledge they have obtained here or get a dialect proficiency examination. They also feel that it will be easier to find a job, even in Hungary, because they are bilingual or multi-lingual. ‘First of all I will search for a job’, said Yoshi, who have very very good opportunities running a business areas, since Huseyin also who added that ‘last year in Turkey there was a lot of Russian travelers and if I wish to earn money I can learn Russian and I also speak British and a small amount of Hungary’.
In addition, Wiebke ‘will have a language certificate exam’ and she ‘just started work in the Cultural Capital of Europe plan as a cultural manager’. Some of the interviewees, and general various other ERASMUS pupils, will finish their research in Pecs. The better technological, employees and researching opportunities stimulate them to perform their final research daily news. This will happen with Yoshi and Magdalena, who said that ‘in the spring term I will help to make some seminar courses or write a short thesis’ (Yoshi), and ‘I have to write my thesis. That’s how come I came up here, because in our libraries at home there just a few Hungarian books.
This is the main reason’ (Magdalena). For some students the study-abroad period is just a small digression in their studies. They may be making fresh friends, finding something unusual and learning languages. All of these will be crucial and expedient in their long term.
This occurs with Bradzino who declared that ‘I need more of Hungary, I want to find out more the language, and i also want to try almost everything, so I wish to stay for the second semester’. Kim’s factors are so related: ‘Just studying the language and making friends’. What do you imagine? Will this kind of experience gain you in the future?
According to the residence pages of several companies and employment agencies (e. g. www. euwork. hu, Paks Elemental Power Plant) many companies give choice to work hunters with foreign experiences. The higher vocabulary proficiency, the cultural sensitivity, and the basis for assessment enable former ERASMUS students to become more fortunate, effective, and acknowledged inside their future lifestyle. Most of the ERASMUS students understand the advantages of the programme plus they are also looking to exploit all of them efficiently immediately. The interviewees argued as one that the study-abroad period will be very useful and crucial within their future existence and some of them have already used it.
This happens with Wiebke who declared that she is functioning as a social manager inside the European Capital of Lifestyle Pecs2010. In addition, she stated that ‘this can be described as big step. Because basically didn’t come here I would never learn Hungarian because only the courses cannot help’ and with her experiences she could be able to get jobs not just in Germany or Hungary but also in many other countries in the European Union. Spencer looks this question absolutely in the p.