bluuebunny/crossref_metadata_2025 huggingface dataset:
Friestalige Lees- en Taalmethoden
Authors: Zondag Koen
Published: March 2014

This paper discusses two methods of reading instruction and two methods of language instruction in Friesland (the Netherlands). In this bilingual area two languages, Frisian and Dutch, are taught in elementary education.
The first methods of reading instruction in Frisian were published +_ 1950. 'Stap foar Stap' was implemented in a traditional and an experimental orthography. Comparisons clearly showed the advantage of the latter.
Currently a new approach is in use. This approach ('Opstap') emphasizes the simultaneous introduction of Frisian and Dutch. Achievement tests in 1981 and 1982 made clear that the results in Frisian are lower than in Dutch.
Apparently teachers still pay more attention to Dutch, the national language, than to Frisian.
Methods for language instruction have existed since the beginning of this century. The paper presents an analysis of 'De Foargonger' (first edition 1927) and the 'Taaltwirre' (1981).
There is a significant difference in style, idiomatic expressions and vocabulary. The 'Taaltwirre' halts between two opinions: a) an old-fashioned approach and b) a new approach based on childcentered education. Through lack of clarification and consequent elaboration of its objectives and the influence of teachers this method has to be considered as a compromise.
Taalnorm en Onderwijsvisie bij Het Vak Friss in Het Voortgezet Onderwijs.
Authors: Veeman-Wellinga W.M.
Published: March 2014

With respect to the language norm there is less certainty for Frisian than for Dutch. It is a moot point whether there should be a strict norm, and if so what form this norm should take.
In the teaching of Frisian three kinds of motives have always played apartj viz. language-political, cultural and pedagogic-didac-tic motives. The problem of the norm has mainly been approached from the first two motives, leading to a norm which is as "Frisian" as possible, free of Dutch influences, but not in keeping with the linguistic usage of the average speaker or' Frisian. Schools may in this way overshoot the target aimed at.
It is insufficiently realized that the noria problem in education must be approached from a well-defined concept of man, society and education. in this article the norm problem is approached from an emancipatory point of view. This stand results in a flexible, rather eclectic norm,. I do not aim at teaching my pupils the one and only "real Frisian", but rather at getting started a process of awareness of the issues and at increasing their skill in using their own language. Didactically this means creating as many language situations as possible, in which reflection on the language used by the pupils is an important instrument in increasing the command of the language.
Normen in Het Moedertaalonderwijs
Authors: Paardekooper P.C.
Published: March 2014

A speaker whom you cannot localize by means of his speech, uses a Standard Language. In order to teach this language you need a grammar and dictionaries in which its norms have been fixed. Many Dutch speaking people have a linguistic minority complex: they prefer speaking foreign languages and are not interested in the norms of their mother tongue. Maybe this explains why Standard Dutch norms have been fixed only relatively late. Van Dale's Groot Woordenboek der Nederlandse Taal functions as a kind of unofficial Standard Dictionary, but a Standard Grammar of Dutch does not exist and is only to appear in 3 984: the Algemene Nederlandse Spraakkunst.
The language situation in Flanders (the Dutch speaking part of Belgium), is probably unique in Europe in that the average intellectual does not master a standard language, and instead uses a mixture, composed of his dialect and Standard Dutch. So here the need of language norms at school is very great. In respect to language use there is an emergency state in Flanders.
Whereas about 40 years ago a number of Flemings even wanted to create a separate southern variant of Standard Dutch, their influence is now rapidly decreasing, and Flemish schools need more than ever a plan for resolving the Standard problem as fast as possible. Hitherto this has failed, and so the schools have to rely upon booklets in which the most widespread dialect words and grammatical differences with Standard Dutch are treated.
The whole process of standardisation in Flanders is severely delayed by an emotional problem: many Flemings have rather strong negative feelings towards the Dutch.
Onderwijzen en Leren Als Interactieprobleem
Authors: Sturm Jan
Published: March 2014

Analyzing the concept 'problem' in educational perspective it is argued that it is relevant to conceive education as an interaction process. In distinguishing two approaches in interaction analysis a plea is made for qualitative research. Sequently, the papers in this collection are placed in such a programme of classroom research. Finally some remarks on the relation between interaction analysis and teacher training and retraining are formulated.
Van Fasenmodel Naar Oefeningstypologie
Authors: Kwakernaak Erik
Published: March 2014

A phase model is a cycle of phases, which can be recognised in most FL lessons and course books. Each phase is in fact a collection of learning activities, which we consider to be distinctly different from other collections of learning activities.
Phase models have a descriptive function: they describe stereotypical patterns in FL course books and lessons. They also have a prescriptive function, in so far as they are presented as exemplary patterns or schemes that will lead to better learning results. Prescriptive models are attractive to students, teachers and course book writers, because they give guidance in planning instructional units and lessons, but they are also risky, because they must largely be based on assumptions about de FL acquisition process, the conclusions of research on this subject being far from definitive. Further discussion of prescriptive phase models is necessary.
Existing phase models lack precision of definition and plausibility of the underlying FL acquisition theory. The phase model of Strauss (in Kwakernaaks description) is criticized, especially the part of it that concerns the receptive skills.
It is questionable whether phase models are appropriate for use in pre- and in-service teacher training, since students tend to adhere too closely to models, particularly where the "prescribed" order of the phases is concerned. Exercise typologies render the same service as phase models, inasmuch as they distinguish categories of learning activities without being too prescriptive. Two German exercise typologies are briefly discussed and a few suggestions for their improvement are made.
1) English (revised and expanded) edition of one of them: Christopher N. Chandlin: The Communicative Teaching of English. Principles and Exercise Typology, Longman, Burned Mill, Harlow, Essex 1981.
Taal, Taalgebruik en Natuurkunde
Authors: Sluijter Frans W.
Published: March 2014

It is observed that certain key words in a physics text may have a far more precise meaning than in everyday usage. The more precise meaning often arises through metaphor or by borrowing from a more primitive physics. Examples are given from quantummechanics and general relativity. The coining of neologisms and acronyms is mentioned. An account is given of the physics journal system, of the languages used and of the dominant position of English. Finally the retroaction of this position of English on the quality of the Dutch used by Dutch physicists is discussed.
Externe Communicatie Als Onderdeel Van Het Ondernemingsbeleid
Authors: Looijmans Paul
Published: March 2014

An analysis of Shell's 'public image' shows that this company (a) controls most of the factors which determine this image, and (b) invests much time, money and energy in influencing those factors which are beyond direct control. Creating and maintaining a positive public image seems to outweigh direct product-centered promotional activities.
In relation to this, external communication is considered a very important 'image-building' aspect of the total company-strategy. A writing course for future managers should - under certain constraints - take this into account, and place heavy emphasis on the psychological effects of style variables.
Wat Kunnen Afgestudeerde Taalbeheersers Doen in Een Organisatie?
Authors: Steen Peter van
Published: March 2014

The question in the title is ambigous. The first interpretation is: what are they capable of? This question is answered in a brief sketch of the curriculum of the study of linguistic communication at Utrecht University.
The second interpretation is: what job opportunities do organisa-tions offer these graduates? This question is answered in a survey of the functions which are or may be fulfilled by graduated linguistic ummunication experts. These questions are discussed especially with regard to policy reports.
L'enseignement du Francais Des Relations Technico-Commerciales
Authors: Noiret Jean
Published: March 2014

The aim of the authors is to provide some examples of how a teacher could develop his own material in order to optimalize his teaching and meet the needs of the learners.
With a concrete example of a course for Dutch speaking business-men (see NOTE : (1)) we show how teaching material may be developed through a permanent interaction between the language teachers and representatives of a professional group. LANGUAGE AND PROFESSION should not only meet in the last (teaching) phase but at the very beginning of the project and throughout every step of the preparation of the course.
The article deals with the following questions:
1,- how can one find out about the needs ? (Table 1 shows - for French - which are the linguistic competences considered as "useful or essential")
2.- what aspects should be treated first ? (Table 2 shows the relationship between some professional categories (our target group) and the functions they use.)
3.- with what pedagogical forms kan one reach the objectives ? With practical examples of lessons, we try to define the approach selected.
In short, this material is not to be seen as an alternative to existing material but as supplementary material dealing with the "gaps" which have been detected.
Taalonderwijs Aan Buitenlandse Kinderen op de Kleuterschool; (Een Stukje) Praktijk en Theorie.
Authors: Appel René
Published: March 2014

This article discusses some ideas regarding the second-language education at the kindergarten for migrant workers children. The ideas are based on opinions about the nature of the second-language-learning process and on the results of a small experiment on the usage of Dutch by foreign children. It is argued that there are a lot of similarities between the first- and the second-language-learning processes. In the first-language-learning process the parents present the child with a kind of hidden curriculum which facilitates the acquisi-tion of the syntax, semantics and pragmatics of a language. The basic characteristics of this hidden curriculum can also be used for a second-language curriculum for foreign children in the kindergarten.
Het Lidwoord Van Bepaaldheid
Authors: Fraai G.Th.
Published: March 2014

The study reported here was sparked off by the intuitive feeling that the errors made by Dutch students in the use of the definite article in Spanish are due to an incorrect notion of the generic article. The results of a Spanish-Dutch contrastive analysis are presented, as well as an analysis of errors made by Dutch and Spanish subjects in four translation and blanks tests. Grammar books, in describing the generic system, tend to pay attention only to the use of the article in subject position. Our analysis indicate that more attention should be paid to the use of the article in co-ordinated subjects and objects, and in active and passive sentences.
Overeenkomsten En Verschillen - Zowel Psychische Als Intellektu-Ele - Tussen(Schriftelijk)Vertalen En (Kongres)Tolken ; Programmering Van Mensenbrein En Computerbrein.
Authors: Methorst Henri W.
Published: March 2014

Similarities.Both are mediators, both remain in the background,. They speak or write in the target-language as if the author/speaker had spoken that language .Identification,no censorship - a calling.The transition from one"génie de la langue"into another. Interpreters,like psychologists and psychiatrists:originally a very Jewish profession. The role of a minority group,sociologically, in a masculine majority.- therefore:social programming. Similarity with the role of pianist accompanying a soloist. Bilingualism of children under ten , bilingual interpreters. The necessary distinction:only those who have the gift succeed. The difference between cerebral hemisphere functions in language between Westerners and Japanese-born Japanese - a total difference. American/Cuban born Japanese are bilingual, have the Western hemisphere function: linguistic-cultural programming,no genetic difference.Why possibly Japanese are not gifted for Western languages ,but are remarkable in Western music.
Similarity between speed and complexity of data-collection and -processing in human_brain and computer-brain.The difference being: the .human brain can mentally/emotionally grasp and interpret underlying subtle implications and motivations that computer can not.
Future possibilities of using jointly electronics and interpretation; possible future needs of communication between Russia and China and other nations.
Pre-Universitair Taal- en Vakonderwijs
Authors: Mulder Froukje , van der Eerden I. , Knoote-Aalders A.
Published: March 2014

The Free University of Amsterdam offers refugees preparing for university in the Netherlands a special course called the Preparatory Year for Refugee Students (VJV). The aim of this course is twofold:
- to upgrade the proficiency in Dutch and English and in some subjects (mainly mathematics) and to provide them with the study skills necessary for Dutch university;
- to make them familiar with Dutch society in general and Dutch universities in particular.
In this article an attempt is made to develop a method which can help teachers to acquire some insight into the combination of factors responsible for the success or failure of a student.
Three reasons are discussed why a student might fail at a certain task: insufficient proficiency in Dutch or English (the language factor), insufficient knowledge of subject matter (the content factor) and inadequate mastery of study skills (the study skills factor) .
The main point made in the article is that these three factors interact; in the VJV it is important to distinguish between these interacting factors both when assessing students at the beginning of the pre-sessional course and when actually preparing them for university. Ideally, teachers should be able to unravel these factors i.e. to analyse students1 products in terms of their separate effects.
Two examples of the interaction of these factors are given:
taking notes during lectures, which is practised in the Dutch lessons, and solving a mathematics problem.
Using An Authoring System To Create Language Lessons For The Microcomputer
Authors: Burkart Edward I.
Published: March 2014

This paper first presents some general background information about Computer Assisted Language Learning (CALL), for the benefit of those readers who have little knowledge of the field. It then gives an extended example of an educational authoring system which is currently under development, describing how a teacher will use it to construct a lesson, and how a student will interact with the lessons that his teacher has constructed for him. The paper concludes with a list of some of the general design features incorporated in the authoring system.
Het Gebruik Van Pronomina Bij Kinderen Van Een Tot Vier
Authors: Bol Gerard W. , Kuiken Folkert
Published: March 2014

In this article we discuss the sequence of emergence of six different types of pronouns in 36 Dutch children from one to four. This study is part of a larger project concerning the morphosyntactic development in normal Dutch children of that age. The aim of this project is to find out whether or not there are patterns in the language of three different groups of language impaired children compared to the non-language impaired children.
The main conclusions of this article are: the number of pronouns increases as the child gets older. Dutch children make very few mistakes in producing the pronouns studied. The sequence of emergence of interrogative pronouns reflects the order which is found in the English literature on the subject. Demonstrative pronouns are the first to emerge in the system, followed by personal pronouns. The subject forms emerge before the object forms. There is a clear tendency for singular pronouns to emerge before plurals.
Een Terminologiedatabank Voor Vertalers - Meer dan een Woordenboek
Authors: Hoyer A.
Published: March 2014

One of the marks of a good translation is the use of the precise terminology, i.e. that technical terms are translated correctly into the target language or - if there is no direct translation - are paraphrased. With the increasing specialisation of tech-nical fields and the rapid growth in the number of new terms, the search for the correct words tends to be very time-consum-ing. As a result the need is often felt to record equivalent terms for future translation work. For this a terminology data bank can be used, either decentrally on stand-alone equipment or centrally on a mainframe computer.
Even if the translator continues for the time being to keep his own collection of terminology on file cards, he can still make use of a generally accessible terminology data bank such as EURODICAUTOM in his search for terms. Unlike a "normal" dictionary, the terminology bank provides additional information such as definitions, relationships between terms and especially the sources of this information. This makes it easier to assess the reliability of the translation given.
This article considers the possibilities offered to the translator by a terminology bank and also further developments such as the connection of a data bank to a word processor or a machine translation system. We are now observing the development of a new branch of technology: CAT - Computer Aided Translation.
Aspecten van gesloten tegenover open systemen.
Authors: Wijkamp A.Ph.
Published: March 2014

Aspects de systèmes clos et ouverts.
Sans être linguiste appliqué (et par conséquent sans etre à même de dire ce qu'on entend par la linguistique appliquée), l'auteur essaie à propos du sujet Aspects de systèmes clos et ouverts de confronter les vrais linguistes appliqués avec un certain nombre de doutes, en ce qui concerne la théorie de système dans la cybernétique.
Certains cyberneticiens préconisent une strategie dite double", un moyen pour éviter d'être enfermé dans un système. Cette stratégie double pourrait conduire à un ordre à l'intérieur duquel aussi bien l'incertain et l'aléatoire que ce qui signifie pour tout système un désordre inacceptable, c'est à dire l'absence de système, peuvent s'insinuer.
Sans être diplôme des sciences de l'éducation, l'auteur essaie d'intéresser les linguistes appliqués qui ont,, en général, recours â beaucoup de disciplines, mais trop peu aux sciences de l'éducation, aux problèmes des curricula clos et ouverts.
En tant que professeur d'une langue seconde, l'auteur plaidera, pour terminer, en faveur du professeur libre qui, avec ses élèves, se refuse à être enfermé dans un système dont la conception est démodée.
In Hoeverre Dient bij de Definitie van een Doelstelling voor Taalvaardigheid Rekening te worden Gehouden met de Doelstelling voor Ondervijs in het Omgaan Met (literaire en niet literaire) Teksten?
Authors: Plessen Jacques
Published: March 2014

Question posée dans cette interventioni dans quelle mesure la formulation des objectifs de l'apprentissage d'une langue étrangère doit-elle tenir oompte des objectifs visés par l'enseignement de la lecture de textes (littéraires ou non)?
On critique la " Nota Aanzet voor de ontwikkeling van een onder-wijsplan moderne vreemde talen"· La "Note", Jugée trop utilitariste, ne tient pas compte de l'effet rétro-actif que pourraient avoir, sur l'apprentissage proprement dit de la langue au niveau-seuil, les activités requises par les objectifs pédagogiques généraux. En outre on se demande s'il est admissible de déduire aussi uniformé-ment que le fait la "Note", les aptitudes réceptives (l'écoute et la lecture) des aptitudes productives.Question posée dans cette interventioni dans quelle mesure la formulation des objectifs de l'apprentissage d'une langue étrangère doit-elle tenir oompte des objectifs visés par l'enseignement de la lecture de textes (littéraires ou non)?
On critique la " Nota Aanzet voor de ontwikkeling van een onder-wijsplan moderne vreemde talen"· La "Note", Jugée trop utilitariste, ne tient pas compte de l'effet rétro-actif que pourraient avoir, sur l'apprentissage proprement dit de la langue au niveau-seuil, les activités requises par les objectifs pédagogiques généraux. En outre on se demande s'il est admissible de déduire aussi uniformé-ment que le fait la "Note", les aptitudes réceptives (l'écoute et la lecture) des aptitudes productives.
On plaide pour une redéfinition des objectifs pour chacun des quatre éléments de la connaissance de la langue, en fonction de la situation particulière de chaque langue étrangère et en tenant compte des objectifs pédagogiques généraux.
Une visée moins strictement utilitaire et une différenciation quant aux langues et aux aptitudes s'imposent.
Positieve En Negatieve Interferentieverschijnselen bij het leren Van Meerdere Vreemde Talen
Authors: Rebel-Runckel J.J.A.
Published: March 2014

The author presents her experiences of teaching several languages in Holland and Argentina.
She observed that the person who is studying his first foreign
language finds himself psychologically in another situation than the student learning his second or third language.
The former easily separates the components of a new language
system from those of his basic language. For the latter the separation
of two or more systems is a difficult task.
The more the foreign language systems have in common, the more cognitive separation is necessary.
If this is not possible, the active use of one of the languages is likely to be blocked suddenly.
Students at advanced levels of a foreign language state that earlier acquired skills in the active use of other foreign languages come back as suddenly as they disappeared.
The separation of two or more foreign language systems in the student's mind can be stimulated by different environments for each language. Therefore it is desirable to recall in the class room the natural setting of the foreign country.
The author offers six hypotheses which may be tested.
Tweede-Taalverwerving en Universele Grammatica
Authors: Jordens Peter
Published: March 2014

Among researchers in SLA there is currently a debate on wheter or not L2 learners may have access to Universal Grammar. Clahsen & Muysken (1986), for example, claim that this should not be the case. This is because the interlanguage system of L2 learners should contain rules which do not belong to "a possible rule system". Felix (1987), Flynn (1984, 1985) and White (1987), however, claim that the interlanguage system of L2 learners consists of "instantiations of possible rules". Furthermore, L2 learners should possess linguistic knowledge that cannot be related to general learning principles, nor to linguistic knowledge of L1. In the present article evidence from a study by White (1987) with respect to the so-called "logical problem of language acquisition" and from studies by Flynn (1984, 1985) regarding the so-called "logical problem of language development" is examined critically. With regard to the acquisition of the thai-trace effect in L2 English by native speakers of Dutch it can be shown that it is not necessary to assume that L2 learners should have access to Universal Grammar. Similarly, it can be shown that evidence that is interpreted in favour of the resetting of the head-parameters in the L2 English of native speakers of Japanese and Chinese can also be explained alternatively. Methodologically it appears to be problematical to find empirical evidence for the use of Universal Grammar by adult learners of a second language.
Tarsp
Authors: Schlichting J.E.P.T.
Published: March 2014

In this article a preliminary report is given of a research project concerning a Dutch version of Crystal, Fletcher & Garman's LARSP, Language Assessment Remediation and Screening Procedure, a gram-matical developmental scale for the use of language therapy. The first Part of the project consisted of a longitudinal study of 15 children between 1;3 and 3;6 with six monthly spontaneous language samples per child. The result of this study showed that the most striking and stable characteristic of grammatical development till the age of four was the increasing number of constituents in the sentence (with the Declarative sentence having one more constituent than the Command and the Question in all stages, compare Wells, 1985). Based on this a cross-sectional study was carried out with the number of constituents of the Declarative or the same number minus one in and Q as a language measure. After assigning the 100 children involved to the seven stages of the Dutch TARSP, the lower language level part of the scale was constructed: Wordgroups, Connectives, Pronouns and Word Structure. The Dutch version of TARSP is compared to a smal-ler Dutch study based on LARSP with a different methodological set-up: GRAMAT.
Toetsing In Taalverwervingsonderzoek
Authors: Groot P.J.M.
Published: March 2014

Whereas in the exact sciences concern for the measuring instruments used to gather research data is common practice, negligence of this aspect frequently occurs in the softer disciplines like language acquisition studies. This article deals with some examples of studies where faulty conclusions were drawn because the research data were unreliable due to the above mentioned neglect of the instruments used.
Communicatieve Opgaven In De Examens Tekstbegrip Moderne Vreemde Talen
Authors: Wijgh I.F.
Published: March 2014

Since 1987 the tests of reading comprehension at the lower vocational and secondary school level include a dozen communicative assignments. The languages concerned are French, German, English and Spanish. These assignments have the following characteristics:
- the texts differ in length: they are shorter than the traditional texts;
- the texts are printed in their original lay-out;
- their is a large variety in types of text;
- the texts are 'consumer-texts': foreigners will probably come into contact with such texts during their stay in the country where the object language is spoken;
- there is usually only one question per text;
- the questions are meant to call up language performance that goes with a given type of text in reality; i.e. they tie in with the reading objective that is most functional;
Cito (the Dutch national institute for educational measurement) has done research into the possibilities of including communicative assignments in the exams at the higher levels of secondary education. Basic principles have been laid down and a comparison with the assignments at lower levels has been made. Experimental tests have been constructed; they have been taken by pupils at the levels concerned. The psychometric data have not been such that a decision on implementation could be made. Further research and decisions will be necessary.
Spontane Taaldata En Het Meten Van Lexicale Rijkdom In Tweedetaalverwerving
Authors: van Hout Roeland , Vermeer Anne
Published: March 2014

Increasing use of spontaneous speech data in second language research made it necessary to use other measures than tests for getting insight into the lexical richness of (spoken) text corpora of second language learners. In this article several lexical measures (types, TTR, TTR(c), Guiraud, logTTR, Uber, theoretical vocabulary) are examined and discussed. On the basis of several studies that the TTR is the worst measure possible, but the better measures (types, Guiraud, theoretical vocabulary) are problematic too. Next, the characteristics of the lexical measures are examined by means of a few simple computer simulations with hypothetical lexica. The outcome is that neither the reliability, nor the validity of the different measures are satisfactory, especially with respect to the TTR.
Concordantieprogrammatuur En Taalonderwijs
Authors: van Maanen Tineke
Published: March 2014

In the present article the author explains what concordancers are and what their contribution to language learning can be.
A concordancer is a computer program that allows one to look for one or more keywords, prefixes or suffixes in contexts. It gives a listing of each occurrence of every word in a text where words are listed in a given order. The length of the contexts may be one or more lines. A concordancer is distinct from a dictionary in that it doesn't give information about word class, etymology, pronunciation and an example of every meaning of the word. A concordancer displays a word in the context that particular word appears in. So the contexts depend on the corpus the concordancer searches in.
Concordancers can be used by teachers, students and writers of text books. Teachers can illustrate their grammatical explanation with contexts (examples). They can generateexercises for their students on the basis of the contexts e.g. for guessing the meaning of particular words or for deducing grammatical rules.
Statistical information about the frequency of words can help textbook developers to see how often and where (new) words appear in the texts.
Concordancers also have some limitations. The value of the concordance 'tool' is determined by the corpora it is based upon. The variety of texts in a corpus e.g. news-papers, transcriptions of the use of oral language and literature determine the variety of contexts. The requirements of a corpus depend on the educational objectives and the target group. The author describes a few possibilities to obtain corpora. Finally she warns against the relative authority of texts.
Adventures In Het Moderne Vreemde Talenonderwijs
Authors: Stoks Gé
Published: March 2014

An adventure is a new type of computer game which has become immensely popular in the course of the 1980s. This article is about the possible role of adventures in foreign language learning and teaching (FLL).
First there is a brief explanation of what adventures are, the different types and the way communication within the game can take place in natural language. Examples are given for French, German and English.
Adventures can play a role in FLL in several respects: -they stimulate discovery learning procedures -they encourage the use of certain reading strategies -they are suitable contexts for vocabulary learning -they can present contexts for communication.
Moreover adventures can be looked upon as a new type of literary text, which learners can read as an alternative to a book (some adventures are known as interactive fiction).
The article then presents a set of criteria for FLL: For advanced levels text adventures are more suitable than graphic ones from the point of view of language learning, because they present a rich language environment. Graphic ones may be more suitable for beginners. Adventures should accept a variety of syntactic patterns and provide adequate semantic analyses, so that the student gets appropriate feedback. A certain tolerance to spelling is needed, or easy correction options should be available. The program must show the student the type of language it accepts. Hint-files to help students when they get stuck are important and possibly an on-line glossary might be useful. The vocabulary used must not be too exotic and the plot not too complex.
It is finally demonstrated that the Infocom adventure SHERLOCK meets these requirements to a large extent.
Nederlands Leren Met De Edittraining
Authors: Stortelder M. , de Graauw C. , van Els T.J.M.
Published: March 2014

At the Institute of Applied Social Sciences in Nijmegen a computer based language training programme is being developed and experimentally evaluated in secondary schools. The programme called Edittraining, is based on the principle of the editing-test. This editing-test is a test of general language competence and consists of a reading text in which randomly chosen words have been randomly inserted; the number of the 'intruders1 is about 12 per cent of the original number of words. The main task is to delete these intruders. To execute the task not only lexical but also grammatical competence is needed. The four main components of the programme are: a set of 12 reading texts processed as editing tasks, grammatical feedback supplied with various text elements, a students' grammar, and a lexicon.
In experiments executed in secondary schools empirical data have been obtained on the effectiveness of the programme. The main hypothesis is that learning by Edittraining leads to improvement of language proficiency. The specific hypotheses pertain to the improvement of general language competence, reading competence, grammatical compe-tence and knowledge of grammatical concepts.
The design chosen was a pre- and post-test design, with experimental and control groups. The pre-tests used were a cloze-test and a grammatical knowledge test; the post-tests were the same cloze-test, a parallel version of the grammatical knowledge test, a multiple choice test for reading comprehension, and a grammatical skill test. The results of a covariance-analysis showed a positive significant effect for the experimental group on the cloze-test, on a subtest of the grammatical knowlegde test called 'concepts' and on a subtest of the grammatical skill test called 'composition of noun and preposition groups'. Most of the grammar subtests turned out to be rather easy for these pupils. Analyses for subgroups, with less than or equal to 60 or 80% correct on the pre-test, did not greatly alter the results except for the cloze-test. For the group with less than or equal to 50% correct on the pre-test of the cloze-test, the effect of the Edittraining was a little stronger than for the group as a whole. We can conclude that learning by Edittraining leads to a significant improvement of general language proficiency and of some grammar subskills but not of reading comprehension and the other grammar subskills that were tested.
Other specific hypotheses concerning special versions of the programme such as working in groups or individually, positive versus neutral feedback, and feedback following each separate part or the whole of the text, showed no clear results.
Lexicon, Statistiek en Talenonderwijs
Authors: Bogaards Paul
Published: March 2014

The description of language is in a sense just like statistics: on the basis of a sample the linguist wants to get an idea of the language as a whole. However, statistical procedures can only be used with units which are in a significant way interchangeable. This article attempts to define the basic units of real communicative language use. These appear to be not words, but elements that are termed lexical units, i.e. concrete realizations of language functions in a situation. To select a basic vocabulary that is communicatively relevant, it will be necessary to analyze large samples of real communication and to take into account the factors which may influence the use of language in different situations.
Leerlingkenmerken en Taalvaardigheid in Het Turks en Het Nederlands
Authors: Driessen Geert , de Bot Kees
Published: March 2014

Evaluation of the effect of mother tongue teaching to migrant children in the Netherlands. Data are presented on first- and second-language proficiency of the Turkish sample (n=368). The aim of the investigation was to find out to what extent learner characteristics influence proficiency scores. It is concluded that the correlation between first and second-language proficiency is particularly low, which does not support Cummins' interdependency hypothesis. Interestingly parents' interest in school is an important global factor. Age on arrival appears to be of little importance for scores on the first-language tests. This suggests that children who have lived in the Netherlands for most of their lives, still show a continued development of their mother tongue.
Sociaal Milieu, Leeftijd en Sekse en de Taalvaardigheid in Het Nederlands Van Allochtone en Autochtone Basisschoolleerlingen
Authors: Kerkhoff Anne , Dronkers Jaap
Published: March 2014

The results of a secondary analysis of the relationships between Dutch language proficiency and educational attainment of Dutch primary school children with different ethnic backgrounds are presented. Three groups of pupils are studied: 32 monolingual speakers of the Dutch standard language, 75 bilingual children speaking a Dutch dialect and standard Dutch and 39 bilingual non-indigenous children belonging to different ethnic groups. All children started their school career in the Netherlands. Main results are 1) the structure of Dutch language proficiency is equal for the three groups; 2) the effects of parental class on language proficiency differ between the three groups; 3) the effects of Dutch language proficiency on educational attainment are equal for the three groups and 4) 75% of the differences in Dutch language proficiency and school success can be explained by differences in social class.
Geletterdheid, Tweetaligheid en Culturele Socialisatie Gegevens Uit Het Rotterdamse Onderzoek Naar Analfabetisme Onder Volwassenen.
Authors: Leseman Paul P.M.
Published: March 2014

This article reports findings from a survey among a representative sample of 500 adult inhabitants of the city of Rotterdam. The survey was conducted in 1989 in order to estimate the incidence of functional illiteracy among Rotterdam adults. The measures of literacy levels gained in this investigation were essentially based on subjects' self-reports. In this article some results for the 62 immigrant bilingual subjects are discussed and compared with those for a random subsample of 84 indigenous monolingual Dutch subjects, concerning the levels of literacy and the linguistic, social and educational background. It is concluded that the acquisition of literacy skills poses to both indigenous lower-class subjects and immigrants largely comparable problems, which can be traced back to the dominant functions and uses of oral and written language in the social environment in which they grew up. Detrimental influences of bilingualism can in a large part be interpreted by these shared socio-cultural factors. However, especially with respect to epistemologically complex reading and writing in Dutch, bilingualism still has a direct negative effect on adult literacy, suggesting that insufficient development of metalinguistic knowledge, such as knowledge of the lexicon and the phonological and syntactic system of Dutch, is a major cause of the associated type of illiteracy - called 'cultural illiteracy'.
'Je Zuivelste Toren Van Babel'
Authors: Chardon Anne Marie
Published: March 2014

In my master's thesis, which is discussed in this article, I investigated the terminology that is used in French and Dutch for specific dairy products. This resulted in a Dutch/French encyclopedic word list, specialized in the industrial fabrication of consumption milk and milk products.
The word list was made on the basis of existing monolingual or bilingual dictionaries completed by data from Dutch or French specialized literature.
In this article, a certain number of problems with regard to equivalence between source language and target language in this specific domain are discussed. Furthermore, attention is given to the question whether the knowledge of a translator is generally sufficient to construct, with the help of all relevant documentation a reliable bilingual domain-specific word list.
Strategieen En Handelingsbegeleidende Vaardigheden Bij Het Begrijpend Lezen In Een Vreemde Taal
Authors: van Deursen P.F.A.
Published: March 2014

A pilot study was carried out to investigate the possibility of helping Dutch pupils, who were weak in comprehending English texts, by teaching them certain explicit problem solving strategies. These strategies were part of a heuristic which was based on concepts from cognitive and metacognitive theory. The heuristic was demonstrated to the pupils on computer by means of a number of English texts. Twelve pupils from a VWO-5 class took part in the study. The training lasted for five weeks and every week the problem solving strategies were demonstrated using a new English text. As a result of the training, the pupils used certain (problem solving) strategies more often. These strategies were already known to them, but were seldomly used. They did not learn any strategies of which they had no prior knowledge. The pupils performed much better on a posttest for reading comprehension.
The Recognition Of Words Spoken In Isolation In a Foreign Language
Authors: van Nus Miriam
Published: March 2014

This article discusses some of the results of an experiment in which native speakers of English, Dutch advanced and intermediate learners of English listened to frequently occurring English words, which had been sliced into fragments of increasing duration. From the initial 100 ms. of a word onwards, each fragment contained the preceding fragment and an added 50 ms. of the word. The subjects were asked to write down the sounds they had heard and to identify the test words as soon as they had sufficient perceptual information about the words. Their responses show that the Dutch intermediate learners needed significantly more perceptual information before they were able to recognize a word than the advanced learners and the native speakers.
This article discusses some of the results of an experiment in which native speakers of English, Dutch advanced and intermediate learners of English listened to frequently occurring English words, which had been sliced into fragments of increasing duration. From the initial 100 ms. of a word onwards, each fragment contained the preceding fragment and an added 50 ms. of the word. The subjects were asked to write down the sounds they had heard and to identify the test words as soon as they had sufficient perceptual information about the words. Their responses show that the Dutch intermediate learners needed significantly more perceptual information before they were able to recognize a word than the advanced learners and the native speakers.
De Spraak- en Taalgestoorde Mens
Authors: Tervoort Bernard T.
Published: March 2014

Confrontation with deviant, unexpected behavior often leads to uneasiness, uncertainty and fear, and, finally, to discrimination. People with speech defects or language disturbances are different because they sound different; they can even sound slightly frightening sometimes, but they are completely harmless and certainly not half-witted. This paper presents some general advice and some specific recommendations for encounters with those people. Generally: focus on the content of the conversation and try to forget what is wrong with the presentation; never raise your voice unnaturally; do not simulate understanding; if you want to help in cases of misunderstanding, paraphrase in simple words and short sentences what you think your partner intends to say; as far as your own speech is concerned, speak slowly and simply and do not overarticulate; finally, use of mimics, pantomime, gestures and the like is helpful.
Specifically: aphasies all have word-finding difficulties and often use the wrong word. Some of them (Wernicke a.) have more speech and language fluency, others (Broca a.) have less, but this does not correlate with their capacity for understanding language. They can be emotionally disturbed, and they all need social communication. People who are hard of hearing obtain their language in-formation from both their ears and their eyes, through lip-reading, Make sure your mouth is clearly visible; avoid background noise, and keep your head still. With the deaf, misunderstandings are sometimes unavoidable: let your deaf part-ner handle such instances, for he has the experience. Be aware of the language disturbance (mostly syntactic) that can occur besides the poor speech. Finally: do not begrudge the deaf their own manual communication (if they want to use it) among themselves.
De Kennis Van 11- en 12-Jarigen Over Tekstproductie; Leerlingen Aan Het Woord
Authors: van Gelderen A.
Published: March 2014

In a study of composition skills of students in the highest grades of primary school four experimental tasks were administered to 32 subjects. Each was designed with the purpose to find specific knowledge and strategies for producing written text that are available to children of this age. In all tasks the children were asked to concentrate exclusively on certain difficulties of text production, to wit: a) the selection of global ideas, b) the organisation of ideas, c) the translation of ideas into written sentences, d) reviewing and revising text.
A theoretical rationale for the task construction is given and one of the tasks (a) is explained more fully. Results of this task, based on a classification of arguments the students gave for selecting ideas are reported and some conclusions are given focussing on the implications of the study for writing education.
Ontwikkelingen in Tl- en T2-Vaardigheidsniveau Van Turkse en Marokkaanse Leerlingen
Authors: Driessen Geert
Published: March 2014

In this article the results of a large-scale investigation into the level of language proficiency are presented. The central question is whether there can be identified developments in first and second language proficiency of Turkish and Moroccan pupils. As a point of reference for the second language level of both non-indigenous groups the language level of their indigenous classmates is used. The sample consists of 120 schools and 368 Turkish, 254 Moroccan and 1582 Dutch pupils in the last year of primary education. The main results are: (1) the proficiency of Turkish is fairly good, while the proficiency of Arabic is extremely low; (2) there are large differences in the influence of moment of entrance in Dutch primary education between Turkish and Moroccan pupils with regard to their first and second language level; (3) because nowadays most non-indigenous children enter Dutch education in the first grade it must be expected that the level of (especially written) Arabic will go down further soon, this notwithstanding the fact that most Moroccan pupils attend some hours of Arabic language teaching every week; (4) compared with their indigenous classmates the Dutch language proficiency of Turkish and Moroccan pupils is very low, even after controlling for moment of entrance and socio-economic milieu.
Mondelinge En Schriftelijke Vaardigheid In Het Nederlands Als Eerste En Tweede Taal
Authors: Verhoeven Ludo
Published: March 2014

In the present study a detailed analysis was made of the oral and written language skills of 60 native Dutch and 120 non-native third and fourth grade students at Dutch primary schools. First of all, the achievement on a variety of oral language and reading and writing tasks were examined as a function of ethnic group and grade level. In addition, a principal component analysis was conducted on the test scores in the two groups of children. Finally, the prediction of reading comprehension achievement in terms of oral language and decoding skills in the two groups was determined.
The results showed that the non-native children leave behind their native Dutch peers on most language tasks administered. Especially on vocabulary measures and reading comprehension tests the second language students attain relatively poor achievements. With children's progression of grade the differences between first and second learners tend to diverge rather than converge. With respect to principal component analysis it was found that four factors underlie the language proficiency in either group: oral proficiency, reading comprehension, decoding efficiency and writing ability. To a large entent the children's achievement in reading comprehension in both groups could be explained in terms of their oral proficiency and decoding efficiency. However, for the second language learners the level of reading comprehension ability turned out to be relatively more dependent on their oral proficiency level in Dutch.