bluuebunny/crossref_metadata_2025 huggingface dataset:
Kan De Dienaar Beter Zijn Dan De Meester?
Authors: Polet Cora
Published: March 2014

In the course of history there have been different schools of thought about how texts should be translated, and the effect translations have on the target language literature, either directly or indirectly.
Garmt Stuiveling, formerly professor of Dutch Studies at the University of Amsterdam, and for many years chairman of the Dutch Writers' Union, produced the following dictum: in a translation sixty-five per cent of what the author has tried to express, reaches the reader.
In translators' circles a variety of views can be heard. This one for instance: the profession of a translator is more demanding than that of a writer. A writer uses his own style, but a translator must master a number of styles, since he translates different authors.
Or this one: the achievement of a translator is equal to that of a writer; the source language version and the target language version provide texts of equal literary value.
A more modest view, and the one held by the writer of the present article, could be phrased as follows: literary translation is a craft, a creative craft to be sure, but still a craft. And playing with words and stylistic features is part of that craft. A literary translator is to be compared to a performing artist, rather than his creative counterpart.
It is noted that there has never been any research into the norms of present day translators. This means that judging translations, whether for purposes of reviews, a jury's decision or the awarding of grants, is often a matter of inspired guesswork. If such research were ever carried out, it should also discover whether translators actually use in their own work the translation strategies they profess to be using.
Finally a selection of translating errors culled from literary works is proof that translators are not always good readers, to judge by the non-sense they sometimes manage to produce.
Van Horen en Zeggen, Een Methode Nederlands Voor Anderstalige Kinderen in het Basisonderwijs
Authors: Kuiken Folkert , Putter Marga
Published: March 2014

This article sets forth the aims and principles of 'Van horen en zeggen1, a Dutch course for foreign children from 6 to 12 years of age, published by the 'Werkgroep Nederlands voor anderstaligen' in 1983-84.
Each of the 20 lessons is built around a theme, related to the class, the neighbourhood, the family, holidays, etc. Within a theme a meaningful situation has been chosen, like an arithmetic lesson, street-games, changing clothes before the gym lesson, in which functional language is presented.
Systematic attention is paid to the sounds, the vocabulary and the grammar of Dutch. Each lesson ends with some questions which enable the teacher to evaluate the pupil's language.
Toetsconstructie bij het "Certificaat Nederlands"
Authors: Beheydt Ludovic
Published: March 2014

The tests of the "Certificaat Nederlands" ("Dutch Certificate") are proficiency tests. They require the examinee to perform functional language-use tasks in situations that approximate as closely as possible the conditions under which these tasks are carried out in real life. These tests are curriculum-free in that they do not depend on any specific course or didactic method. Three levels of proficiency have been defined (elemen-tary, basic, advanced). The linguistic contents of the test is circumscribed by specific wordlists (Elementaire Woordenlijst, Basiswoordenboek) en by a taxonomy of verbal abilities which includes a description of the verbal performances at the three levels.
The tests of the "Certificaat Nederlands" are direct tests of the four skills: reading, listening, speaking en writing. They are first of all designed as face- and content- valid represen-tations of the kinds of language situations at issue in real-life language use. The immediate consequences of this choice for test format, text selection and test evaluation are discussed.
Nederlands Voor Buitenlanders
Authors: Sciarone A.G. , Montens F.
Published: March 2014

The Delft Method is a so-called 'natural' method: the material corresponds as much as possible to the way in which people learn their first language. Characteristic properties of the material are: 1) integral presentation of the basic grammar at the beginning of the course, 2) presentation of a large and well-selected vocabulary, 3) complex lexical and grammatical exercises, 4) constant feedback, 5) absence of grammatical terminology.
The Delft Method, as used at Delft University of Technology, is meant for students aged about 18, has a very high tempo and presupposes a lot of independent student activity. The course material is also used by students outside the university, coming from a much younger age category, having a considerably lower level of education and proceeding at a slower rate. A first comparison of the results shows that the method is natural enough to be successfully used by very heterogenous groups. Differences in the time used can be explained partly by differences in experience in studying: in this view people trained in studying learn a second language faster than could be expected ?by nature'.
De Communicatieve Benadering En de Ontwikkeling van Τ2-Programma' s
Authors: Olijkan Ed
Published: March 2014

At the Projectafdeling Culturele Minderheden (Cultural Minorities Department) of the Rotterdam Schooladviesdienst (Educational Ad-vice Service) language programmes are being developed, aimed at preparing the second language speaking 16+ group for vocational training courses.
The programmes can be split up into a general basic programme and various specific follow-up programmes. In order to establish the entry and the target levels of the programmes, the following activities have been undertaken:
1 analysis of the proficiency that may be expected from existing beginners programmes, which has determined the entry level of the basic programme;
2 analysis of the language requirements that the participants on the training courses must meet, from which the target levels of the follow-up programmes have been derived.
A third activity that has been undertaken is to determine the syllabus design, i.e. which skills can be distinguished; which steps have to be taken within each separate skill; which unit of organisation is to be adopted. In connection herewith, the rele-vance of the communicative approach has been examined, especially in the light of the numerous publications on syllabus design which this approach has yielded.
In this article a number of aspects of the communicative approach and communicative syllabus design are treated, namely the suitability of the approach for different types of courses, the position of grammar within the approach, criticism of the approach, and some alternatives of the notional/functional syllabus. Finally the relevance of the approach for the development of second language programmes is evaluated.
Some conclusions are, that for several reasons the notional/func-tional approach has not been adopted. Build-up schemes for each of the four skills and grammar have been devised instead. These separate schemes are interrelated during the actual programme de-velopment. Grammar is partly integrated in each skill and partly practised in isolation in the form of language awareness activities. An important asset of the communicative approach is the suggestion to carry out language needs analyses. However, no use could be made of a model like Munby's, as it did not suit the purpose. The supposition is put forward that the communicative approach has more to offer in the field of methodology than in that of syllabus design.
Een Onderzoek Naar De Effecten Van Luistervaardigheidstraining
Authors: Anceaux Heiko
Published: March 2014

This article discusses the first results of a research project carried out in a number of first-year forms in Dutch schools for secondary education. By the side of the regular programme for French, this research project offered a light-weight extra listening programme, while for the sake of comparison other classes were offered a light-weight extra reading programme.
After a few months in an interim test the pupils' reading ability, grammatical knowledge and vocabulary knowledge were evaluated.
As a rough conclusion of this interim test it can be stated that the reading programme has yielded the most positive results at this level of teaching. The results of the listening-programme on the other hand are as yet hardly spectacular.
At the end of the research project, which will be carried out during one whole school year, a final test will be given.
Referring In a Second Language
Authors: Bentlage Andy
Published: March 2014

Naming and describing are important aspects of referential communication (RC). In an investigation of RC in a second language (L2), 36 secondary school students, divided into three groups of 12 with different proficiency levels, had to work in pairs on a description/identification task involving twelve nonrepresentative shapes. One task session consisted of six trials which were performed in English. The results of three different data analyses (numbers of words, naming and describing, and referential strategies) showed that RC in L2 differs from RC in L1 in three aspects: nonnative speakers (NNS) need longer references for the shapes; NNS' final references are structurally more complex; NNS with a lower L2 proficiency use their L1 more often than NNS with a higher L2 proficiency.
Geheugenstructuren En Woordleren
Authors: Nas Gerard
Published: March 2014

In this article a model of foreign (L2) vocabulary learning is first developed in which the representation of the spelling, the pronunciation and the meaning(s) of a word are stored in their respective networks. Vocabulary learning in a paired associate learning task is then defined as the building of nodes in a network and as the establishing of an associative pathway between each new node (representing the spelling, pronunciation or meaning(s) of a newly learned L2 word) and the corresponding node for its L1 equivalent. In this model differences in spelling or pronunciation between L2 words and their L1 translations are expressed in terms of differences in length of their associative pathways.
On the basis of the above distinctions a prediction was made about a difference in input speed and in the period of retrievability between two kinds of Arabic- Dutch word pairs. It was predicted that word pairs sharing some phonemic features would be learned sooner and remembered longer than those without any of these features in common.
The above prediction was confirmed in a group experiment. Moreover, it showed that a resemblance between L2-L1 word pairs had a greater effect on retrievability than on input speed. Finally, the diverging results for one of the testwords were interpreted as indicating that also in associate learning of L2-L1 pairs the semantic category to which that word belonged had played its part. Its abstract meaning was assumed to have negatively affected the time needed to store the word in memory.
Code-Switching En Bilinguale Afasie
Authors: de Bot Kees
Published: March 2014

In the literature on bilingual aphasia a number of patients have been described that show (spontaneous) language switching. Unfortunately, there is a lack of relevant information about the actual switching behaviour in the descript ion of these cases. In general, the occurrence of the phenomenon is stressed rather than the linguistic characteristics of the switches in spontaneous speech.
In the present article, a more detailed description is given of a patient who appeared to switch between his native language (Dutch) and several foreign languages (French, German, English) in the first post-onset month. Transcriptions of spontaneous speech were analysed in order to get more insight into the switching process. Many switches seem to result from word finding problems. In some cases the word finding problems were 'solved' by using foreign words or sentences; in other cases the patient simply gave up and started a new sentence.
Data on code-switching in bilingual aphasia are compared with data on non-aphasic code-switching. The two types of code-switching appear to differ considerably with regard to structural aspects of switching behaviour.
Fonologische Beschrijving Van Gebaren En Psychomotorisch Onderzoek
Authors: Loncke F·
Published: March 2014

In the beginning of the 60s, people realized that the signs of sign languages could be described as a simultaneous bundle of phonemes (place of articulation, handconfiguration, orientation, movement). This proved to be inspiring for the further development of sign language linguistics. Moreover, this phonemic description correlates with psychological, perceptual and expressive strategies in native users.
In young deaf children who acquire a sign language, we see an early development of phonological awareness. This specific aware-ness might be linked to the kinesiologicai and psychomotor status of the sign language articulators. It could be exploited in bilingual (sign language/ spoken language) programs for educating deaf children.
The introduction of sign systems rather than sign language in communication with other populations (severely mentally retarded, autistic) still leaves the question open whether the learning of signs mirrors the learning of its phonemes. Proposals for analyzing sign phonemes can be used to test this. Our data are based on an imitation and a memory test with nonverbal, severely mentally retarded persons. They point in the direction of a hier-archical gradual mastery of 'psychomotor' features of the handshape.
Luisteren is Gokken
Authors: Ringeling J.C.T.
Published: March 2014

This article describes global listening strategies as a promising approach to perception. In a number of demonstrations it is shown that global specification of the acoustic signal and a global perceptual approach may be quite sufficient for adequate communication, depending on the nature of the subtle interplay between speaker and hearer.
The author emphasizes that it is this interplay which eventually determines the relative contributions of acoustic information and linguistic expectancy to the process of communication. Listening proficiency in a foreign language is also discussed in this context.
Hoe Geef je het Goede Voorbeeld? Woordenschatuitbreiding Met Behulp van Voorbeeldzinnen
Authors: Stip Pauline , Hulstijn Jan H.
Published: March 2014

Two investigations were carried out to estimate the usefulness of the context method for the explanation of word meanings. This method provides the L2 learner with a sample sentence for each target word, without translation into LI.
A sample of 100 sentences was selected from a monolingual vocabu-lary learning course book for adult learners of Dutch as a second language (Hart & Polter 1983). In the first study, these sample sentences were presented to 40 educated Dutch native speakers. They were asked to judge the appropriateness of the sentences (i.e. the extent to which the contexts constrained the meaning of the target words). In the second study, the same sentences, from which the target words had been deleted, were presented as a "fill-in-the-blank" test to 20 11/12-year old and 20 17/18-year old Dutch native speakers.
In the discussion, it is argued that word meanings can seldom be successfully induced from the context. In general, the context method seems to be an ineffective way for initial explanation of word meanings, frequently causing noncomprehension or miscompre-hension on the part of the learner.
However, the context method seems to offer an excellent means for further illustrating word meanings after they have been initially explained by translation.
Relaties Tussen VT-Grammaticaliteitsoordelen en VT-Productie
Authors: Greidanus Tine , van der Linden Elisabeth
Published: March 2014

Teacher training institutes in the Netherlands submit to their students tests of grammaticality judgments concerning FL senten-ces, in order to prepare them for their future task. Comparison of the results of these tests with results of FL production tests of the same students suggested that the former task was more difficult that the latter. The aim of this study was to examine two questions: (1) Is the production of FL grammatical structures different from, that is, more difficult than giving a judgment of grammatical acceptability concerning the same structures? (2) How do students proceed when judging the grammaticality of a given FL sentence?
Existing studies on FL grammaticality judgments do not give a clear-cut onswer to these questions. Therefore we decided to carry out an experimental study, concentrating on the characteristics of grammaticality judgment tasks. 30 French syntactic structures were selected which often give rise to errors. These structures were incorporated in a grammaticality judgment test and a production test. The tests were administerd to matched groups of Dutch students of French. The hypothesis was that the two tasks were of a different degree of difficulty. The results did not confirm this hypothesis: although differences were found between the three conditions explored (judgment of a correct sentence, of an incorrect one, and production), these differences were not significant.
The grammaticality judgment test was also administered to two groups of French subjects in order to compare their behaviour to that of the Dutch group. The French subjects were found to behave more homogeneously than the Dutch ones.
Finally, the grammaticality judgment test was administered to a small group of Dutch subjects in a thinking-aloud-setting.
The results of the pilot study suggest that the two tasks are not essentially different. This can be explained in the framework of the literature discussed.
An article reporting this study will appear in ITL Review of Applied Linguistics (1986 or 1987)
Tweetalig Onderwijs In Friesland
Authors: Emmelot Yolande , van Kooten Dolly , Appel René
Published: March 2014

In general the use of minority language in schools is supposed to contribute to the maintenance of that language. The present study investigates whether this assumption is true for bilingual education in Friesland (i.e. the use of both Frisian and Dutch as media of instruction and communication). To this end 39 bilingually and 31 monolingually Dutch educated 6th graders were questioned on their language attitudes and usage (in various domains) and skills with respect to both Frisian and Dutch by means of a questionaire with multiple choice items. Analyses indicated that bilingual education in Friesland does not have a positive influence on attitudes and skills with respect to Frisian (as reported by the children). Usage of Frisian was more frequently reported by the bilingually educated group, although mainly in the expected school domain. Bilingual education in Friesland does not seem to contribute to the maintenance of the Friesian language. This study did reveal a stron. indication of the importance of Frisian as a subject for language maintenance based on the relation found between language skills in Frican and language use and attitudes. Because of its explorator nature, the conclusion of this study must be tentative.
Woordkennis Duits In Havo 3
Authors: Schumans Jos , Hermans Wim
Published: March 2014

This paper deals with the question whether the method of vocabulary instruction affects the knowledge of German vocabulary of secondary school pupils. We also investigated to what extent vocabulary knowledge affects scores on multiple-choice reading comprehension tests. Subjects were two groups of 'HAV0-3' (i.e. the third year of 'higher general secondary education') pupils. One group used the textbook 'Kennzeichen D' for acquiring FL-vocabulary. The other group used teaching materials which had been constructed by their teacher. In an experiment we used a translation task and multiple-choice reading comprehension tests, which were administered twice with an interval of six months. The method of instruction affected vocabulary knowledge as we measured it. The results of the group which used 'Kenzeichen D' were lower than those of the other group. The influence of vocabulary knowledge on reading comprehension appears to be large, but factors like reading experience and reading proficiency are undoubtedly important too.
Het Herkennen Van Grammaticale Fouten
Authors: Schuurs Uriel
Published: March 2014

It is assumed that the teaching of writing should be based upon knowledge of the problems students have. In this study the question is addressed which grammatical errors can be regarded as an in-dication of real problems, and which errors must be categorized as mere mistakes. In order to answer this question two methods are used:
- pupils had to revise grammatical errors marked in their own texts.
- pupils had to revise grammatical errors in a test.
The results suggest that errors such as word repetition and word omission are mistakes, to which a teacher should not pay much attention. Word order problems and discongruencies between subject and verb are real problems for writers, but it is argued that these are not the most serious problems for readers. If one wishes to pay attention to grammatical errors, one should there-fore draw the students' attention to errors concerning anaphora, connectors and gapping.
Mercurius en de Muzen
Authors: Renkema Jan
Published: March 2014

In this article some comments are made on research into business communication as a new vogue in applied linguistics (instead of as enrichment in text linguistics). Critical remarks are also made, in terms of cost-benefit analysis, about the difficulties that liberal arts students have in finding a job within a business setting.
The main part of this article is devoted to the writing and rewriting of instruction texts, with an example of the instruction for use of a steam iron. The rewriting techniques for clarifying this text are reduced to the suitability principle and maxims like the maxim of motivation and the maxim of disambiguity. Within this theoretical framework the (re)writing of business texts can be more than an activity for the Muses and will be of benefit to Mercury in enhancing the effectivity of instruction manuals and other texts.
De rol van de Probleemstelling bij de Tekstopzet
Authors: Overduin Boudewijn
Published: March 2014

For reasons of effectiveness it is better to start a text with a central question - CQ - than with a central theme, as is usually done in literature on applied linguistics. One can define a CQ as the most narrowly formulated question a text has to answer. In this article five types of CQ's and five types of corresponding texts are discussed. Starting from the author's point of view it is possible to relate CQ and textstructure. In writing a text, someone can benefit from this relationship. This will help him in the process of writing as well as in the judging of texts. Moreover, the relationship between CQ and text structure can play an important role in the development of so-called text scripts. The author also gives an overview of the kinds of mistakes that are caused by interpreting the relationship between CQ and textstructure incorrectly.
Standard Generalized Markup Language (SGML)
Authors: Bleeker J.
Published: March 2014

The traditional way of creating and typesetting a manuscript hampers the necessary modernization of the production process and particularly the dissemination and accessibility of information. This is caused by the use of wordprocessing packages and the nature of typesetting instructions. Both wordprocessing codes and typesetting codes contain insufficient information, because they only aim at a single presentation of the text.
Scientific publications, however, can be distributed in many different forms: on paper, in all possible layouts; in whole or in part via electronic means such as floppy disks, compact disks, datacommunication, etc. In addition information should be accessible from many points of view. New electronic tools (i.e. micro-computers) and databases with advanced search software have the technical possibilities for this. The Standard Generalized Markup Language, the new ISO-standard, is a method of recording texts in such a way that the afore-mentioned can be achieved.
This method has two basic principles:
1. the descriptors of texts (called SGML-tags) must be based on content and not on form.
2. the SGML-tags used for description of texts must be defined in a document description. This is based on the principle that texts are structured, i.e. independent of its purpose. It enables one to describe the elements of which a text consists, the order they have to be in the text, and whether they are optional or obligatory, and/or repetitive.
The description of the content of texts makes it possible to create conversions (via software) to a diversity of printed and electronic forms (distribution). It is also possible to search databases for e.g. an article about a certain subject or written by an author of a special institute or a university (information retrieval).
Taalvaardigheid
Authors: v.d. Geest T.
Published: March 2014

Different types of validation are subjected to a critical examination, notably the underlying inadequate psychological latent trait' personality-theory and the unacceptably low prognostic capacity (or external or criterion related validity) of tests.
It is argued that by the application of the Rasch-Analysis the results of tests are even worse in terms of explanatory adequacy with respect to content and criterion related validity, although esthetically the quantitative results look better.
In the second part of the paper three different investigations are discussed. It is demonstrated that test results of these studies do not correlate or even correlate negatively with the computed results of an observational study of foreign (or second) language capacity. It is concluded that tests should not be used in order to determine proficiency.
Padanalyse En Causale Modellering
Authors: van der Kamp Leo J.Th.
Published: March 2014

Pad analysis is part of multivariate analysis and aims at describing the relation between various measurements in terms of a causal model which can be derived from a theory about the possible relations between these variables. Such a causal model can be presented in the form of an arrow diagram or pad diagram. On the basis of three examples the ingredients of a pad model are discussed, as well as the aim of pad analysis, its various forms (recursive vs. non-recursive models; models with manifest and latent variables; measurement errors). In addition causal analysis is discussed, a form of analysis which may be regarded as a generalization of pad analysis. Finally some comments are made on the state of the art and annotated references to the literature are given.
Kunnen We Volstaan Met Lakmoes?
Authors: Janssen-van Dieten J.M.
Published: March 2014

In order to be admitted to a Dutch university, foreign students have to take a Dutch proficiency test. It is argued by one of the Dutch universities that this proficiency can be demonstrated by a single type of test: a multiple-choice cloze test. This position is accounted for by concurrent validation and is justified by the efficiency criterion. In the present article this concurrent validity is questioned and it is argued that other considerations should play a role as well in evaluating tests, the results of which have far reaching consequences for individuals.
Woorden Leren In Een Vreemde Taal
Authors: Ginkel Lieneke van
Published: March 2014

In this article an account is given of research concerning vocabulary acquisition in a foreign language and its provisional didactic implications.
Until recently, word learning was a neglected aspect of foreign language acquisition. Now, the importance of vocabulary acquisition for high level competence of the foreign language has been recognized and in research growing attention is paid to this aspect. Such research aims at developing a systematically worked-out strategy for teaching and learning words, thereby taking into account insights based on linguistics and on cognitive psychology.
More and more linguistic theories no longer consider the lexicon as a collection of individual items, but as a system in which the elements are interrelated and from which they derive their values. The learner will have to be informed about the structure of the lexicon at the syntactic level as well as at the semantic level and about how words function in the foreign language.
Vocabulary acquisition research in cognitive psychology mainly focused on mnemonics which are required for paired associative learning. Of greater importance to vocabulary acquisition, however, is research on how the memory functions. In this connection the most important memory theories will be discussed.
In discussing the didactic applications of these often speculative insights a distinction is made between techniques which base their approach of vocabulary acquisition on linguistics principles, techniques which make an expUcit difference between a receptive and a productive knowledge of vocabulary and techniques which include presenting words in context.
Although it is a step in the right direction in that growing attention is paid to the teaching and learning of foreign vocabulary, there still remains much research to be done, especially at the empirical level.
Intelligente Programma's Voor Grammatica- en Spellingonderwijs
Authors: Jongen-Janner Elena , Pijls Fieny
Published: March 2014

At the Nijmegen Institute for Cognition Research and Information Technology (NICI), linguistic modules have been developed to make computer simulations of human language processing possible. Those modules are also used in several practical applications in the field of computer-assisted instruction. In order to improve the results of te teaching of grammar and spelling in Dutch and Flemish schools, we developed two programs: BOUWSTENEN, an intelligent program for Dutch grammar teaching, and SPELRAAM, an intelligent program for the instruction of the spelling of Dutch verbs
The innovative aspects of BOUWSTENEN are:
- the explicit grammar which makes a clear distinction between grammatical functions and categories at different levels
- the constructive method: the program offers constructive as well as analytical exercices
- the two-dimensional display of the syntactic structure of sentences
- mmediate feedback adapted to the knowledge level of the student and explaining what is wrong as well as why it is wrong.
An elaborate description of BOUWSTENEN is given, in which the architecture of the program and the elements (examples, exercises, explanation) that are part of every lesson are discussed. Two lessons are described in detail: the finite verb lesson and the direct object lesson.
In the future, BOUWSTENEN could be elaborated into a complete Intelligent Tutoring System by developing a curriculum network as a base for a didactic component and a student model.
Knowledge of all the rules for the spelling of regular Dutch verbs makes SPELRAAM also an intelligent program. By practising with SPELRAAM, a student learns to spell Dutch verb forms correctly by applying a small set of rules. The program is able to diagnose errors made by the student and to help the student corect them.
Pregnantie Van Context en Effect Ervan op Het Raden, Leren en Onthouden Van Vreemdtalige Woorden
Authors: Mondria Jan-Arjen
Published: March 2014

This paper reports research into the acquisition of vocabulary in a foreign language, more specifically into the supposition that 'guessing' (i.e. inferring the meaning of an unknown word from context and word-form) contributes substantially to retention. Although much is to be said for the latter, the empirical underpinning of this supposition has so far been slight and various questions have remained. In order to gain a better insight into these we have carried out an experiment in a classroom setting, focussing on the following questions:
1.Which factors of context influence the guessability of words?
2.What is the influence of these factors on receptive retention (after guessing and learning)?
3.What is the relationship between guessing and retention? (Are words which have been correctly guessed better retained than words which have not been correctly guessed?)
The chief findings of the experiment are:
l.A specific ('pregnant') filler of the slots 'subject', 'verb' and 'function' contributes to the guessability of a word in a particular sentential context.
2. A specific ('pregnant') filler of the slots mentioned in guessing and learning has no effect on the retention ('subject' and 'verb') or even a negative effect ('function').
3.There is no positive correlation between guessing and retention (after guessing and learning; for some words there is even a negative correlation.
To sum up: a 'pregnant' context does indeed induce better guessing, but subsequently it does not induce a better retention of the meaning involved, at least not if the guessing stage is followed by a learning stage using the same context as in guessing.
De Vergeten Leerprincipes
Authors: Beheydt Ludovic
Published: March 2014

Recently learning psychologists have tried to prove that learning vocabulary in paired lists is more efficient than learning vocabulary in contexts.
However, closer inspection of their experimental designs reveals undeniably that the evidence presented is not very reliable. The experiments are based on linguistically naive assumptions. Polysemy within and heterosemy between languages have not sufficiently been taken into account. The assumptions concerning the mental lexicon are equally naive in that they do not account for the highly structured design of the mental lexicon.
Fundamental insights from linguistics and learning psychology support contextual learning of vocabulary. Especially vocabulary learning by means of "pregnant" contexts that foster mental elaboration seems to be highly recommendable. It is furthermore argued that the acquisition of the polysemous and syntactically and morphologically versatile profile of vocabulary items should begin with the prototypical meaning of words, which can be inferred from word association lists obtained with native speakers
De Organisatie Van Het Tweetalige Lexicon.
Authors: Kerkman Hans
Published: March 2014

In this article a description is given of a series of experiments in which it was tried to discover to what extend lexical items from two languages are stored separately or jointly. The experimental tasks used were lexical decision tasks with repetition and priming. Four different types of words were used that varied with respect to similarity in form and meaning in the two languages Dutch and English. Subjects were Dutch university students and members of staff from the English department. It was shown that words that are similar in the two langauges with respect to both form and meaning have a single representation in the lexicon, while words that were similar in form but different in meaning have separate representations for the two languages. For the nearly balanced bilinguals (members of staff) it was found that even for the real cognates (form and meaning similarity) the lexical elements have language separate representations. Apparently, the lexical organisation is different for advanced and very advanced speakers of a foreign language
Onaantastbaar Engels. De Houding Tegenover Vernederlandste Spelling Van Engelse en Franse Leenwoorden
Authors: Jansen Frank , van der Geest E.
Published: March 2014

The official rules for the orthography prescribe dutchified forms for some loanwords and source language orthographies for others. Experts feel that this deficiency of the spelling system is the most obvious candidate for a forth-coming revision.
In this paper we examine a source of variation in orthographies that has received relatively little attention: differences in status of the cultures the source language are associated with. The results of a series of parallel experi-ments are discussed, in which Dutch youngsters gave their opinions about dutchified English and French loanwords. The subjects disliked the adaptation of English words significantly more than the adaptation of French words. We explain this result by assuming a correlation between the high status which the Anglo-American culture has for Dutch adolescents, and a perceived inviola-bility of the words borrowed from the English language.
Het Belang Van Domeinspecifieke Versus Algemene Persoonskenmerken Als Predictor Van Leerresultaten
Authors: Jacobs-Hessing E.G.
Published: March 2014

This article reports research carried out on experimental teaching material for listening comprehension and for oral production in French, based on a communicative-thematic approach. These materials were developed for Dutch pupils of mixed ability groups in the first stage of secondary education (Jacobs-Hessing 1989).
An attempt has been made to take individual differences between pupils into account by means of offering a great variety in course-content and in learning activities. Notwithstanding the variety of these materials, the question remains, whether certain learner characteristics continue to affect the learning process and the learning results.
After a review of the literature on the role of learner characteristics in FL-acquisition and after an analysis of the course materials, the following independent variables were selected: motivation, negative fear of failure, field dependence-independence, attitude towards the learning of foreign languages, and prior FL-knowledge. As dependent variables, listening comprehension and oral production tests were devised, used for the interim as well as for the final assignments.
Both the classroom and the individual learners' research showed that the domain-specific variable 'prior knowledge' explained substantially more variance in pupils' performance on French tests than the general learner characteristics. Results of individual protocol analyses identified, for each of the assignments in the final test, different types of task approaches. Differences in learning results appear to be due to a combination of specific prior knowledge and the type of task approach. The importance of prior knowledge (especially general skills, knowledge of the world, and FL vocabulary knowledge) is discussed, and recommendations are made regarding the development of thematic communicative material and curriculum research.
Kognmeve Stijl en Onderwijsdifferentiatie
Authors: van der Tuin P. , van Es M. , van Essen A.J.
Published: March 2014

This article reports research into the relationschips between four aspects of cognitve style [field(in)dependency, habit-formation, sensitivity to interference, and creativity], and achievement with regard to grammatical competence and oral communicative competence in English.
The present investigation also takes into account the relationships between two verbal and two spatial intelligence factors, seven personality traits, attitude to English, socioeconomic background of the pupils, and the intellectual climate at home on the one hand, and the grammatical and communicative achievements on the other.
The most important results are presented and discussed.
De Rol Van Affectieve Variabelen Bij Begrijpend Lezen in Een Vreemde Taal
Authors: van Esch Kees
Published: March 2014

In the study of the use of context and reading comprehension in a foreign language by Van Esch (1987) a more explorative research question dealt with the relation between the performances of learners of Spanish in context use and reading comprehension on the one hand and affective variables as the learners' perception of their attitude, their self-confidence and their context use in reading-comprehension on the other. These variables were measured by questionnaires of the Likert-type. To improve reliability and empirical validity, factor-analyses were carried out which yielded three factors: Attitude, Self-Confidence and Context-Use. The learners with better than average results on context-use and reading comprehension (the 'good' context-users) proved to be also more than average in these three factors. After a training programme in context-use, the perceptions of an experimental group of less than average ('poor') context-users were significantly higher in two of the three factors, Attitude and Context-Use, than the perceptions of a control group of poor context-users who did not follow this training programme. The third factor, Self-Confidence yielded contradictory results.
Conclusions are drawn from the results of this study, which ends with an examination of the implications for the theory and practice of the teaching of foreign language reading comprehension.
Het Leren Van de Geschreven Vorm Van Woorden in een Vreemde Taal
Authors: van Berkel Ans
Published: March 2014

The article centres around the questions of how the written form of words in a foreign language is normally acquired, and how the learning process of dyslexic pupils can be described.
A phase model is presented of the way reading and writing are learnt in the mother tongue, incorporating several strategies: the logographemic, alphabetical, orthographic and direct strategies.
The research reported on leads to the following conclusions:
1. the strategies outlined in the mother tongue model can also be recognized in the foreign language;
2. the model offers the possibility of describing the learning process in the foreign language in phases, too;
3. the errors made by weak spellers differ quantitatively, not qualitatively, from those made by normal spellers.
De Nederlandse Gebarentaal En Taalonderwijs
Authors: van den Bogaerde Beppie
Published: March 2014

Sign Language of the Netherlands (SLN) is considered to be the native language of many prelingually deaf people in the Netherlands. Although research has provided evidence that sign languages are fully fletched natural languages, many misconceptions still abound about sign languages and deaf people. The low status of sign languages all over the world and the attitude of hearing people towards deaf people and their languages, and the resulting attitude of the deaf towards their own languages, restricted the development of these languages until recently.
Due to the poor results of deaf education and the dissatisfaction amongst educators of the deaf, parents of deaf children and deaf people themselves, a change of attitude towards the function of sign language in the interaction with deaf people can be observed; many hearing people dealing with deaf people one way or the other wish to learn the sign language of the deaf community of their country. Many hearing parents of deaf children, teachers of the deaf, student-interpreters and linguists are interested in sign language and want to follow a course to improve their signing ability.
In order to develop sign language courses, sign language teachers and teaching materials are needed. And precisely these are missing. This is caused by several factors. First, deaf people in general do not receive the same education as hearing people, due to their inability to learn the spoken language of their environment to such an extent, that they have access to the full eduational program. This prohibits them a.o. to become teachers in elementary and secondary schools, or to become sign language teachers. Althought they are fluent "signers", they lack the competence in the spoken language of their country to obtain a teacher's degree in their sign language. A second problem is caused by the fact, that sign languages are visual languages: no adequate system has yet been found to write down a sign language. So until now hardly any teaching materials were available.
Sign language courses should be developed with the help of native signers who should be educated to become language-teachers; with their help and with the help of video-material and computer-software, it will be possible in future to teach sign languages as any other language. But in order to reach this goal, it is imperative that deaf children get a better education so that they can contribute to the emancipation of their language.
Spellingfouten In Het Frans Van Nederlandse Brugklasleerlingen
Authors: Das Alexandra
Published: March 2014

Until recently very little attention was given to the systematic study of reading and spelling problems in FL-teaching. Today there appears to be a need of instruments for tracking down, diagnosing and treating these problems.
In this article an attempt is made at making a complete, systematic and differentiated classification of errors. This classification is linguistically oriented, as this enables the researcher to say of every error in a systematic way, which principle of the orthographic system was violated. It is demonstrated why this classification offers an adequate basis for inventorying, and interpreting spelling errors in French by native Dutch children.
In the second part of the article a number of predictions are formulated with regard to the expected spelling errors in French by this group of children and the criteria on which these predictions are based are discussed.
Nederlands Tegen Buitenlanders
Authors: Muysken Pieter
Published: March 2014

ABSTRACT
This research project dealt with the characteristics of Dutch Foreigner Talk (FT), that is, the way in which Dutch people talk to foreigners who speak little or no Dutch.
The research was carried out in four parts:
1. an investigation of the way in which FT appears in popular literature;
2. a study of the intuitions of Dutch native speakers about FT;
3. an analysis of conversations between Dutch speakers and foreigners who asked them the way on the street;
4. an investigation of the interactions between foreigners and Dutch officials who dealt regularly with foreigners.
We obtained the following results:
a. FT occurs fairly frequently in Dutch, i.e. speech to foreigners often differs from ordinary speech; frequency of occurrence of FT varies greatly from situation to situation, and from conversation to conversation;
b. Stereotypes exist concerning FT. From the study of intuitions it appeared that people often think that SOV word order, infinitives in-stead of inflected forms, and strong instead of weak pronouns are used, and that copulas, subject pronouns and articles are deleted;
c. On specific points (SOV order and infinitives) the actual FT speech behaviour of native speakers, especially those who deal regularly with foreigners, deviates from the existing stereotypes;
d. A number of specific FT characteristics appear to be strongly determined by the situation;
e. Dutch FT is in several ways similar to FT in other languages, suggesting that certain universal simplifying tendencies may play a role in the production of FT.
Het Autonoom Leren Van Vreemde Talen Door Volwassenen in Nederland
Authors: Knibbeler Wil
Published: March 2014

Autonomous Learning of Foreign Languages by Adults in the Netherlands:
A UNESCO Research Project
In the field of foreign language learning there is a growing interest in the group of adult learners. As foreign language learning in school often does not provide students with all the knowledge and skill they need, many countries are looking for facilities for adults to brush up or to improve their skill in the languages they have learned at school and/or to learn other languages. The fact that most adults are often unable to attend language courses conducted by teachers, may force them to seek materials for self-instruction.
The UNESCO is trying to obtain information on whether in Europe materials for autonomous foreign language learning are available and, if so, what criteria they meet. The UNESCO Secretariat has asked the French National Commission to prepare a critical study, with the help of a research group of the Ecole Normale Superieure de Saint Cloud (Audio-Visuel Centre), of the forms of autodidaxy and semi-autonomy in the field of foreign language learning in Europe. This research pro-ject involves English, French, Spanish and Russian and was carried out in Great Britain, France, Spain, URSS, Sweden and the Netherlands. Dis-tance teaching by means of mass media as well as the issue of the efficiency of autonomous learning are not investigated.
The sophisticated analysis grid developed for the sake of the evaluation of the materials and the systems, is perhaps the most im-portant aspect of this project.
The information received with the aid of this analysis grid, shows that in the Netherlands the materials are rather inadequate.