According to the questionnaire all participants’ (5 males, 8 females) L1 was Hungarian and country of origin was Hungary and the same holds true for their parents, whose highest education tend to be predominantly ‘university/college’ (Figure 1).

 

 

All 13 students examined in the piloting stage studied German as their L2, however it turned out during the completion of the questionnaires that even though it was officially their first foreign language in the educational facility, some of them claimed to have studied another language earlier while others considered other languages as their primary/dominant foreign language despite the fact that German was their registered first language. L3 was predominantly English (n = 11) with a minority of French (n = 2). The starting age of L3 was overall later than that of L2 (Figure 2).

 

 

 

 

 

 

Most students (n = 12) have three lessons a week in their L2 and one of them does not have to attend classes any more due to former completion of the year’s material. The tendency is the same for L3 as the majority of students (n = 7) study it in three lessons, some of them (n = 3) have optional courses resulting in 5 classes a week while the rest (n = 3) does not have to attend classes any more due to former completion of the year’s material.

 

 

 

Except for one student all participants reported that they mix elements of their spoken languages, the frequency of which is depicted in Figure 9.