Challenges and opportunities in teaching Spanish for Specific Purposes at the Budapest University of Technology and Economics

Abstract

This paper examines the characteristics and development possibilities of Spanish for Specific Purposes (SSP) teaching at the Budapest University of Technology and Economics (BME). The theoretical framework is based on communicative approaches to ESP teaching, research on multilingualism, and models emphasizing the role of motivation and affective factors in language learning. The empirical part of the study employs a mixed-method approach, combining focus group interviews and questionnaire data (N=34) to explore students’ motivation, learning strategies, and attitudes toward learning Spanish as a second or third foreign language. The findings indicate that students are primarily driven by intrinsic motivation and evaluate language proficiency mainly in terms of communicative effectiveness. Vocabulary acquisition and the development of speaking skills emerge as the most significant challenges for the students. The study proposes directions for syllabus development, particularly in supporting autonomous vocabulary learning and fostering a more positive attitude toward errors in the language learning process.