Megszólítási gyakorlatok és stratégiák az oktató-hallgató viszonyban

The aim of this paper is to show how Hungarian address practices are working in the context of higher education. The study also offers a description of interpretations and ideologies related to these practices. The research is based on questionnaires, individual and focus-group interviews conducted with teachers and students of a university institute training Hungarian teachers. The data reveal that the reciprocal use of V forms is the main strategy to convey respect and distance. They also show that a frequent practice is the non-reciprocal use of pronouns (Ön/Maga/te) and the comb inat i on of l ex i ca l forms encod ing var i ous degrees of social distance. The analysis points out that address practices in this community are shaped by the following factors: the hierarchical, role-dependent nature of the teacher-student relationship, the role of solidarity in joint work activities, and the adaptation of individual address repertoires to the norms of the practice community. The paper demonstrates that the non-reciprocal use of address forms does not indicate a high degree of hierarchy, but rather different ideologies and interpretations of address practices on the part of students and teachers.