Challenges and Innovation in Non-Common Language Teaching: Hungarian as an Example

Changlu LI


The Belt and Road Initiative has expanded exchange and cooperation between China and the outside world in the fields of politics, economics, education, humanities, science and technology, and tourism, and has increased the demand for non-common language specialists in various industries in China. Currently a number of foreign language universities in China offer non-common language majors. Upon graduation, students of non-common language majors provide services to China’s party and government organisations, universities, research institutions and major enterprises. As society develops and career requirements increase, the overall quality of non-common language students need to be enhanced. Non-common language teachers in universities must be innovative in their theoretical and practical approaches if they are to help non-common language students meet the demands of the modern world. They need to summarize the experience and lessons learned from the teaching process, address any challenges that may arise, and explore ways to improve the quality and efficiency of their teaching. From the perspective of sustainable development, a practical path that can ensure the quality of non-common language teaching and learning is explored in terms of subject specialization.


Non-common languages; Higher education teaching; Challenges; Innovation

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