bluuebunny/crossref_metadata_2025 huggingface dataset:
Transfer Of Homonymy And Polysemy With Special Reference To Dutch And English
Authors: Hoeks J.A.
Published: March 2014

An investigation of the interlanguage of Dutch learners of English revealed evidence of L1-L2 transfer and interference. 40 pairs of Dutch lexical items, in disambiguating context sentences, were rated on a 7-point scale of semantic similarity by 30 native speakers of Dutch. Next, the same pairs, in the same context sentences, were translated into English by a total of 90 Dutch students of English, subdivided into three proficiency levels. It was hypothesised that the similarity ratings could be used to predict translation performance: in the absence of knowledge, pairs that rated high on perceived similarity would be more likely to be translated by identical English tokens, whereas pairs with low perceived similarity were more likely to be translated by different English tokens. The results showed a strong correlation between perceived semantic similarity and observed translation errors, in the direction predicted by the hypothesis. There were also indications that the lower-proficiency informants were at a relative advantage where cognates were concerned, but that the more proficient informants were better equipped to deal with false friends.
Retrospectie Als Hulpmiddel Bij De Analyse Van Compensatie-Strategieen
Authors: Poulisse Nanda
Published: March 2014

This paper deals with the procedures followed to identify the strategies in the Nijmegen project on the use of compensatory strategies by Dutch learners of English. The project aims to shed light on the relationship between foreign language proficiency level and compensatory strategy (CpS) use. For this purpose three groups of fifteen Dutch learners of English, of three different proficiency levels, were asked to carry out four tasks. Two of the tasks comprised rather formal elicitation techniques; the subjects had to describe concrete and abstract pictures. The two other tasks, a story retell task and an oral interview, were aimed at obtaining more natural language data.
To identify the CpS we make use of problem indicators such as pauses, repetitions, intonation, sighs, laughs and ongoing commentary. In addition, it was decided to collect retrospective data from the subjects on the two more natural tasks, as in these tasks CpS are particularly hard to identify, due to the relative inaccessibility of the subject's intended meaning.
In this paper criticism of the use of retrospective data is discussed, as well as the conditions (as specified by Ericsson & Simon, 1984) under which retrospective data can be reliably collected. A description of our procedures goes to show that, on the whole, these conditions are met in our case. The usefulness of retrospective data is then illustrated by means of a comparative study of two identification procedures, one with and one without use of retrospective data. The results indicate that the additional use of retrospective data increased the number of identifiable CpS by 33%; raised the degree of confidence which we can put in our identification in 64% of the cases; and enabled us to discover a small number of incorrectly identified CpS. It was therefore concluded that retrospective data can be considered a reliable and valuable resource in the analysis of CpS.
Over Het Meten Van Grammatikale Kennis Van Het Engels En Verband Tussen De Testprestaties Van Leerlingen En De Aard Van Grammatikale Regels En Subsystemen.
Authors: van der Tuin P. , van Essen A.J. , Volkerts E.
Published: March 2014

On the basis of a statistical analysis of the scores of 50 Dutch highschool students on a purpose-made test of English grammar, this article tries to establish a relationship between types of grammatical rules and grammatical subsystems on the one hand and achievement in English grammar on the other. It arrives at the conclusion that syntactic rules are significantly more difficult than both morphosyntactic and morphological rules and that open grammatical systems are significantly more difficult than mixed open/closed systems. In a concluding section recommendations are made as to how the findings of this investigation can be turned to good pedagogical account.
Linguistic Biases
Authors: Kean Mary-Louise
Published: March 2014

A variety of factors bias toward the selection of one syntactic structure over another (e.g., actives vs. passives). These factors include such properties as the inherent animacy of elements and their definiteness and thematic roles. Such linguistically systematic variables are independent of truth conditions or plausibility, and they interact with discourse factors in the selection of sen-tence form. An important question in the analysis of linguistic capacity as it normally changes through life and as it is realized under conditions of pathology is how various groups exploit these factors in their language use. This would seemingly be essentially a question about the mechanisms of sentence production, however, these factors also play a role in sentence comprehension. Sentences such as a dog was chased by the cat, the cow was milked by the farmer,and the girl was kissed by the boy are anomalous, ill-formed as productions in isolation, and, in virtue of their ill-formedness, place a burden on the comprehension system when being understood. The goal of this paper is twofold: (a) to present linguistic and psycholinguistic data illustrating the importance of these variables, and (b) point to some data which are only now beginning to emerge from studies of impaired populations which indicate the necessity of studying these variables.
Verbaal Communicatieve Vaardigheden Van Afasie-Patienten
Authors: Blomert Leo , Koster Ch. , van Mier H. , Kean M-L.
Published: March 2014

A test "Alledaagse Taalvaardigheidstest" (Everyday Language Abilities Test) was developed to measure the communicative abilities of patiens with language disorders. The test is composed of 15 everyday situations. These situations have a strong conven-tional character and a well-defined fixed structure. This was reflected in the very consistent response pattern given by 30 normal subjects used to standardise the test.
A scoring system was designed with 2 separate scores; one for at least adequate communicative behaviour and one for conventional verbal behaviour. 17 Broca and 12 Wernicke aphasies were tested. Aphasies achieve a relatively high score for adequate communica-tive behaviour. This is relatively independent of their achievement level on a standard aphasia test. As to their conventional verbal behaviour Broca en Wernicke patients differ significantly from normals but not from each other.
The ATT has obvious theoretical relevance. In addition the test can also be used as a diagnostic and therapy evaluative tool.
Morfologische Aspecten Van Woordherkenning Bij Broca-Patienten
Authors: Eling Paul , Bergman Marijke
Published: March 2014

It is often stated that Broca's aphasies have problems in dealing with the set of closed class items. From a linguistic point of view, the derivational and inflectional suffixes belong to this set also. In two lexical decision experiments recognition and representation of derived and inflected word forms was studied in seven Broca's aphasies. The first study shows there is no decomposition process involved in recognizing derivational word forms: RT correlates with word form frequency and not with stem frequency. Inflected forms, however, appear to be represented 'under their stem' and therefore are recognized via the stem. Apart from the fact that Broca's aphasies are slower than age matched control subjects, the pattern of results is very similar to that of the control subjects. It can be concluded that Broca's aphasies do not show specific problems in dealing with suffixes, and that derivational and inflectional affixes may be processed differently, both by normals and Broca's aphasies·
De Taalgestoorde Taalgebruiker.
Authors: Goorhuis-Brouwer S.M.
Published: March 2014

This article addresses, by means of several case studies, the following questions:
- What kind of problems do we meet, in dealing with disturb-ances in language development?
- Who signalises the problem, who has to make the diagnosis?
- What are the specifically linguistic and-or pedagogical aspects of the problem?
Taalontwikkeling Door Middel Van Gebaren En Gebarentaal
Authors: Harder Rita
Published: March 2014

In the last few years many different studies have shed light on the cognitive and linguistic development of deaf children of deaf parents, using sign language.
Since hearing loss does not influence a visual modality, the assumption was made that the linguistic development of deaf children of deaf parents, in the acquisition of sign language, should be normal.
Research has shown that the way deaf children of deaf parents acquire sign language is similar to the way hearing children acquire their language. Both groups use the same semantic relations first in the same syntactic structures, the vocabulary and length of utterance expand in the same manner, and they show the same sort of overgeneralizations.
As a result of studies concerning the language development of deaf children of deaf parents hometraining-programs for deaf children of hearing parents have reconsidered their approach concerning the use of signs in their programs, that is in the Total Communication philosophy they consider signs as an important part of the communication between hearing parents and their deaf children.
Het Gebruik Van Gebaren In Het Onderwijs Aan Doven
Authors: Knoors H.
Published: March 2014

From a psycholinguistic point of view, asking for the reasons for using signs in the education of the deaf has become superfluous, for the answers are by now obvious.
There remains however another question to be answered, a question concerning the way in which signs should be used.
It is possible to use signs in the form of Signed Dutch; the signs support the spoken Dutch, consequently the order of the signs will be same as the wordorder in Dutch.
Another possibility is to use Dutch Sign Language. This leads to bilingual education of deaf children.
At this moment a choice between both methods is, as far as the Netherlands are concerned, merely a theoretical matter. Although there are some problems involved in combining speech with support-ing signs and although there is reason to consider the bilingual option seriously, a real choice cannot be made.
We first have to wait for empirical results with respect to the use of Signed Dutch in the educational process. We also need more information about the structure of Dutch Sign Language and about the acquisition of aspects of this language. Then, i.e. in the future, a choice can be made if necessary. Meanwhile we have to realise that deaf children are in fact in a bilingual situation and that they have to acquire a sign language without appropriate models. A situation which calls for a solution.
De Ontwikkeling Van Het Gebarentaal-Onderzoek
Authors: Tervoort Bernard T.
Published: March 2014

In the recent history of scientific endeavour with signing deaf people and the attitudes towards it of society at large, four periods can be distinguished, (1) until about 1950: signing is either a primitive, sublinguistic system or a derivation of spoken language, or a combination of the two; (2) until about 1965: it could be a language provided it shows enough parallels with the structure of languages based on speech; (3) until about 1980: no matter how one looks at it, it shows striking parallels with these real languages; (4) until now: forget the criteria for spoken languages and the parallellism; sign languages have a structure and a function sui generis and ought to be investiga-ted in their own true linguistic value.
Of all the disciplins that have gone through this development in the periods mentioned, the following are the most important ones and are dealt with in some detail (1) linguistics, specifically phonology, syntax and lexicology; (2) psycholinguistics, including first language acquisition of deaf children of both deaf and hearing parents; (3) sociolinguistics, with some accent on the relation to creóle studies, the discourse analysis, and the bilingual situation of the deaf as a minority of a unique kind; (4) other disciplins, very shortly, like otology, audiology, neurology, neuropsychology and psychiatry.
Finally, the following four speakers in the section on sign language research are introduced with some information on their backgrounds and interests (1) Trude Schermer, with lexicography, syntax and sociolinguistic comparison of local varieties as main interest; (2) Filip Loncke as the main representant of sign language research in Flemish Belgium whose specialty is sign phonology; (3) Rita Harder who has specialized in both hand shape phonology and initial interaction and communication between young deaf children and their hearing mothers; (4) Harry Knoors who as a psycholinguist and a teacher of the deaf combines research and teaching.
Spellingproblemen In Een Vreemde Taal
Authors: van Berkel Ans
Published: March 2014

After a brief exposition of the learning of spelling in the mother tongue this process is compared with the learning of spelling in a foreign language. On the basis of a number of examples the problems are discussed which weak spellers encounter in learning to spell in a foreign language.
Spellingdiagnostiek In Het Voortgezet Onderwijs
Authors: Henneman K.
Published: March 2014

The existing -systems of error classification are inadequate in classifying and diagnosing errors made by advanced spellers. A system has to be developed that is based on the orthographic rules of the language. This system should be purely descriptive.
In addition there should be an inventory of the factors that affect the spelling process. On the basis of this inventory and a description of spelling errors research hypotheses should be developed and subsequently tested. Not until this has been done can an adequate remedial programme be drawn up.
Een Alternatieve Methode van Uitspraakbeoordeling
Authors: Mondria Jan-Arjen
Published: March 2014

Pronunciation is generally regarded as an important subskill in FLT. Its quality is usually assessed by impression marking the reading aloud of a piece of text or a number of spontaneous utterances. The drawbacks of this method, however, are its lack of transparency (what exactly is being tested?) and its suscepti-bility to subjectivity.
To avoid these drawbacks Cito has developed an alternative method for the assessment of pronunciation: as the student reads a piece of text, the teacher assesses one aspect of pronunciation for each line (8 or 9 words) the student reads. A fair number of such minor decisions (about 40) yield a pretty good insight into a student's pronunciation.
The reliability of this atomistic method of assessment was sub-mitted to practical tests and compared with that of traditional assessment procedures. Further research compared the validity of the atomistic method with that of the impression marking procedures involving reading aloud and spontaneous speaking.
It is concluded that the atomistic assessment method has three major advantages: a high correlation between various raters in assessing pronunciation; it functions not only as a summative, but also as a diagnostic tool; irrelevant factors that play a role in traditional assessment procedures are largely excluded.
Het Engels Van Niet-Nederlandstaligen
Authors: Koet A.
Published: March 2014

At d'Witte Leli it seems that students of English whose native language is not Dutch experience greater difficulties in acquiring a sufficient oral proficiency than students whose lan-guage is Dutch. A study of some Turkish and Moroccan students suggests that they have several characteristic problems, both in the field of pronunciation and in that of vocabulary and syntax; the correct realization of the fortis "th" seems very difficult for them, their pitch range tends to be restricted, they frequently fail to provide the correct complementation of the verb and often leave out definite articles where they should be used. No attempts to explain and remedy these pro-blems systematically have been made but in some cases good results were obtained when the students' attitude towards the English language had become more positive.
Kommunikationsprobleme Von "Near Native Speakern" Deutsch
Authors: Niehaus Erika
Published: March 2014

Communication has at least two different aspects: the propositi-onal aspect and the social aspect. Any utterance in a face-to-face-interaction therefore has the function to give information and to indicate how the ralation to the other participant is interpreted. In order to establish his communicative goal, the speaker has to analyse the social situation and the preceding context. Depending on this interpretation he selects between the different verbal patterns to perform a certain speech act. This involves for instance the choice of direct/indirect speech act realizations, the selection of certain linguistic elements (modality markers) for downtoning or upgrading the illocutionary force of speech acts.
The contrastive analysis of the realizations of the speech act REQUEST in three different dialogue batteries elicited via role play from Dutch learners of German, native speakers of Dutch and native speakers of German has shown 1. that Dutch native speakers use modality markers in different communicative functions than German native speakers, 2. that Dutch learners of German mostly choose the same social strategies when speaking the target language as they do when speaking the mother tongue, 3. that the learners are not always able to establish their modal goal, that is, the are not able to communicate their intentions on an interpersonal level. The reason for this seems to be that in the Netherlands the teaching of German as a second language is mainly a matter of teaching grammatical rules and linguistic expressions without taking into consideration that the meaning of these expressions is pragmaticalley conditioned and that their usage is motivated by the relevant characteris-tics of such social situations.
Leessnelheid Bij Verschillende Leestaken in Moedertaal en Vreemde Taal
Authors: Deering Joke , Ickenroth J.P.G. , Nienhuis L.J.A.
Published: March 2014

In this research a comparison was made of reading speed in mother tongue (Dutch) and foreign language (French). Subjects were two groups of Dutch university students in the 3rd or 4th year of their study: students of French language and literature (advanced group), and students of history and Dutch literature (intermediate group) respectively. There was no beginners group
since all the the students involved had passed through a six year high school French curriculum. Texts of about 150 words (adapted from introductory handbooks, an encyclopedia and a political magazine) were presented in segments of about 1 sentence on a microcomputer screen. Self paced reading rate was registered segment by segment. After each text subjects were asked to give a short summary of the text they had read. The summary was recor-ded on tape. All the texts contained two interwoven topics. Texts were presented to the two groups of students with different reading tasks:
1. Read the text and give a summary (neutral condition)
2. Read the text and give a summary of what it says about topic χ
3. Read the text and give a summary of what it says about topic y
As expected, no significant difference was found between the two groups in Dutch. In the neutral condition the intermediate readers read twice as fast in Dutch as in French. The difference for the advanced readers was a factor 1,3. In the topic oriented Dutch and French reading tasks subjects generally had a faster reading speed in the irrelevant segments.
An additional analysis of the results revealed that in the topic oriented French reading tasks only the faster readers (=faster mother tongue readers) had a faster reading speed in the irrelevant segments. The slower readers made no or little difference between relevant and irrelevant segments in the French texts. It was concluded that for slower readers the use of efficient strategies in topic oriented reading tasks is only possible beyond a fairly high level of language proficiency.
Grammatika Leren en Grammatika Onderwijzen
Authors: van der Linden Elisabeth
Published: March 2014

In this article I try to show that the relationship between grammar teaching and grammar learning is not as close as one often assumes on intuitional grounds. My arguments are based on research at the University of Amsterdam. They are of a psychological, didactic and psycholinguistic nature.
In the first place, teachers assume too easily that learners will integrate into their knowledge system the rules presented to them during the instruction in more or less the same way in which these rules have been presented. Instead, learners have their own individual way of internalizing knowledge. They not only build up an incomplete network of rules, but they also invent idiosyncratic rules that cannot be explained by L1, L2, or the instruction (Van der Linden 1985).
Secondly, it seems that these networks of rules resist restructuring. That is, new rules are incorporated into the system with some difficulty; the learner seems to prefer to stick to what he already knows.
In the third place, grammar tests do not always seem to test precisely the things that were taught during instruction. From the more or less complete set of rules taught, the "simple" rules are often absent in the tests, because it is supposed that these are known by all students. Therefore, it is mainly the "difficult" rules, i.e. "exceptions" that figure in the test. As a consequence, a student's results do not reflect his language proficiency in an everyday sense which is why native speakers have often great problems in making these tests). Obtaining a 80% score (a com-monly used norm to pass the exam) means a more than 80% mastery of the rules concerned.
Finally, there is a discrepancy between the knowledge presen-ted to the student in the instruction and the knowledge acquired in other learning situations. This difference concerns the register of the language. Whereas the student is confronted with different registers in his learning process (poetic, familiar, "argot",...), the grammar instruction (and test) limits itself to the norm of the standard language ("français standard"), and considers expressions of another register incorrect.
For all these reasons, there are discrepanties between the teaching and the learning of grammar. Careful research and reflection on this problem could lead to a closer relationship between both activities.
Zicom, een Computergestuurd Oefenprogramma Voor Zinsontleding
Authors: Huiskens Lucie
Published: March 2014

In this article I try to show that the relationship between grammar teaching and grammar learning is not as close as one often assumes on intuitional grounds. My arguments are based on research at the University of Amsterdam. They are of a psychological, didactic and psycholinguistic nature.
In the first place, teachers assume too easily that learners will integrate into their knowledge system the rules presented to them during the instruction in more or less the same way in which these rules have been presented. Instead, learners have their own individual way of internalizing knowledge. They not only build up an incomplete network of rules, but they also invent idiosyncratic rules that cannot be explained by L1, L2, or the instruction (Van der Linden 1985).
Secondly, it seems that these networks of rules resist restruc-turing. That is, new rules are incorporated into the system with some difficulty; the learner seems to prefer to stick to what he already knows.
In the third place, grammar tests do not always seem to test precisely the things that were taught during instruction. From the more or less complete set of rules taught, the "simple" rules are often absent in the tests, because it is supposed that these are known by all students. Therefore, it is mainly the "difficult" rules, i.e. "exceptions" that figure in the test. As a consequence, a student's results do not reflect his language proficiency in an everyday sense which is why native speakers have often great problems in making these tests). Obtaining a 80% score (a com-monly used norm to pass the exam) means a more than 80% mastery of the rules concerned.
Finally, there is a discrepancy between the knowledge presented to the student in the instruction and the knowledge acquired in other learning situations. This difference concerns the register of the language. Whereas the student is confronted with different registers in his learning process (poetic, familiar, "argot",...), the grammar instruction (and test) limits itself to the norm of the standard language ("français standard"), and considers expressions of another register incorrect.
For all these reasons, there are discrepanties between the teaching and the learning of grammar. Careful research and reflection on this problem could lead to a closer relationship between both activities.
Vocabulariumverwerving en Vocabulariumbeheersing op Universitair Niveau
Authors: van der Werf Willem A.
Published: March 2014

The article is opened with an account of the state ot the art concerning vocabulary studies within Applied Linguistics in the late 1970s, which shows that experiments in the classroom, i.e. in situ, are the best alternative to formulating and testing hypotheses based on non-existent or unproven theories. One's breadth of option in the matter of experiments in situ is very limited 'indeed (control and manipulation of dependent and inde-pendent variables, and setting up control groups being virtually impossible). An Adequacy study is proposed with the following features: analyses and comparison of (a) curriculum input, and (c) native speaker output. The article goes on to concentrate on (b), i.e. two longitudinal studies and one cross-sectional study of second-year students of English, and is then narrowed down to a report on one of the two longitudinal studies.
It is shown that this one student did a great deal of incidental learning. A careful reconstruction of his workbook shows that he was a late bloomer: he had a 96-page personal vocabulary file which at first he hardly put to productive use. Then in the second semester there was a sudden lexical outburst, which proves that it is motivation and dogged determination that lead to lexical resource utilization. Other students' comments ('slogger/ toiler/fanatic') express a dubious attitude to vocabulary learning. This case-study also shows that lexis is part and parcel of communication strategies, a point which is obvious enough, though cheerfully overlooked by too many students. In quantitative and qualitative terms this student is shown to be a very good lexical performer. His output in the 10.000+ Frequency range is superior (percentage-wise), and his versati-lity in the matter of idiomatic English and number of exclusive items is manifest.
With specific reference tot the 25-student cross-sectional study the important conclusion is drawn that at university level one has a very long way to go lexically speaking.
Een Onderzoek Naar De Effecten Van Luister- En Leesvaardigheids-Training
Authors: Anceaux Heiko
Published: March 2014

This article discusses the final written results of a research project carried out in a number of first-year forms in three Dutch schools for secondary education.
In each of the three schools the research project offered a light-weight extra listening programme in class A, and a light-weight extra reading programme in class B, while the regular programme for French was carried out in class C, which served as a control group.
At the end of the school year the pupils' reading and listening ability, grammatical knowledge and vocabulary (receptive as well as productive) were evaluated in classes, and C.
The general conclusion is that at the elementary level a light-weight extra listening programme does indeed lead to a high degree of listening ability when compared with the other groups. This holds good to an even slightly greater extent for the light-weight extra reading programme.
Moreover, it appears that the extra reading programme also leads to a high degree of listening ability.
The control groups who had the greatest amount of grammatical training, do indeed score highest in grammar tests, but this knowledge does not become apparent at all in the ability tests /reading and listening).
The results of the vocabulary tests are hardly clear. It is probable that at this level reading promotes the acquisition of a productive vocabulary.
In the ability test girls generally score higher than boys.
Determinanten Van Succes Bij Het Leren Van Frans In De Brugklas. Verslag Van Een Replicatie-Onderzoek.
Authors: Bogaards Paul , Duijkers Tom
Published: March 2014

In his dissertation Bogaards (1982) developed a model of the relations between the factors that affect the success in learning French as a foreign language. This article reports on the results of a replication investigation in four forms of two Dutch schools, employing the pad-analysis, the principles of which are briefly expounded. The results support to a certain extent those obtained in other research.
Lexikaal Onderzoek op Syntaktisch Geanalyzeerd Corpusmateriaal
Authors: van den Heuvel Theo
Published: March 2014

Corpus linguistics is a rich source of information for lexical research. The use of computers can make this source easily accessible. Computer readable corpora may be enriched in various degrees: from untagged upto fully syntactically labeled. In this paper it is shown that a syntactically labeled corpus provides a better lab for lexical research than one that has been tagged for word classes. For this purpose we use some example investigations that were actually carried out on an existing analyzed corpus of English.
Computerlexica Voor een Auteursysteem
Authors: van der Linden Elisabeth , De Smedt Koenraad
Published: March 2014

The accessibility of lexical information stored on computers is not only important for the human computer user, but also for programs that process natural language. The requirements with respect to the content and structure of a computer dictionary are different than for a printed dictionary and depend on the specific function of the language processing system. For example, the lexical knowledge needed for hyphenation is different from that for the correction of spelling errors. A number of such language manipulating modules which are designed in the context of the Nijmegen Language Technology project are discussed with special attention to the dictionaries which they use.
If one tries to integrate the different functions of an author system, integration of the different kinds of lexical knowledge in one database is an obvious task to consider. When designing a computer lexicon with many kinds of information, the redundant information which one finds in a conventional dictionary can be extracted and represented in the form of abstract categories and rules. Taking that approach not only makes the lexicon more compact but also makes lexical concepts explicit and usable in different ways.
Tweetalige Handwoordenboeken Voor Enigszins Gevorderde Taalverwervers
Authors: Bogaards Paul
Published: March 2014

Dictionaries should be designed with a special set of users in mind and for their specific needs". This claim has been made for at least 25 years, but the information gathered in this period about dictionary users is very scant. More is said in the lexi-cographical literature about what dictionary users should do than what they do in actual practice. Yet is it not very difficult to collect this sort of information, especially when computer based dictionairies are available. Meanwhile (concise) dictionaries are being produced. This article discusses in what dictionary makers can take into account the requirements of a specific set of users.
Niet Ieder (Leer)Woordenboek is een Leerwoordenboek
Authors: Martin Willy
Published: March 2014

An ALP (=Advanced Learner's Dictionary)- model is presented in which both the learning object and the learning subject are central.
The implications of such a model are made explicit and (some aspects of) English ALD' are discussed from that point of view.
The aspects dealt with cover among others:
- macrostructure
- semantic component
- syntactic component
- metalanguage
- overall organisation
Finally the model is illustrated by means of sample entries.
Van Dale Basiswoordenboek Nederlands
Authors: Verburg Marja , Huijgen Monique
Published: March 2014

Van Dale Basiswoordenboek Nederlands (Elementary Dictionary of Dutch), to appear in May 1987, differs from existing school dictionaries in a number of ways.
The number of entries is considerably larger. It contains ± 25.000 entries, whereas the currently most frequently used school dictionary (Dijkstra' School Dictionary) contains ± 14.000 entries.
The definitions are characterized as follows. Usually a logical definition is given. The definition of the word in a rather arbitrary context as in Dijkstra, is not very practical because for a child it is difficult to ascertain what part of the explanation is paraphrased by this context and what part is a definition of the entry. Synonymous definitions are only used to define difficult words by means of an easy one; in the position of the easy word a logical definition is provided. In this way circular definitions are avoided. In order to demonstrate the relation of a cluster of derivations to a root word we employ a morphosemantic definition for words belonging to such a cluster.
The Basis woordenboek pays attention to usage in the Dutch-speaking part of Belgium. It contains ± 1200 entries, meanings and expressions that are typical of the Dutch language as spoken in Belgium.
Proverbs and expressions are to be found at a fixed location, i.e. in the entry of the first noun that occurs in the proverb or expression. If there is no noun, the (first) adjectives, and if there is no adjective either, the first verb is the entry where the proverb or expression is to be found. Approximately six months after the publication of the Basis-woordenboek a lesson series on how to use a dictionary will be marketed by the same publisher, specifically aimed at how to use this dictionary.
De Computer als Hulpmiddel voor de Terminologische Problemen bij de Commissie van de Europese Gemeenschappen
Authors: Reichling Alain
Published: March 2014

The official languages of the Communities have to be treated on a basis of equality. Rules and regulations adopted by the Community are valid in all the Member-States. Therefore,every Institution has recourse to a translation service. Translators cannot be familiar with the terminology of all the different areas the Commission deals with. Much time is spent on terminological search work. The sources, however, are often incomplete, outdated, in-accessible or difficult to manage. In order to increase the efficiency of the translation process, a terminological database, called EURODICAUTOM, has been developed by the Commission.
Via the computer the user has direct access to all stored terminological information. EURODICAUTOM is a simple, flexible and dynamic system, where the search procedure has been attuned as much as possible to the method used by the translator. The underlying idea is that, if a complete answer to a problem cannot be given, incomplete answers, ordered according to decreasing relevance, can be of some help to the user.
The author concludes by saying that terminology is an area, which is always in movement and therefore requires a dynamic, practice-oriented and multi-disciplinary approach.
Kan Alexis Bedrijfscommunicatie Analyseren ?
Authors: Maat Kees
Published: March 2014

This article describes a number of problems that the communication professional has to deal with, while analysing written business communication. Some of the problems have to do with analysing communication within training courses, others arise when analysing the communication and the flow of communication through an organization.
The author presents a way to incorporate ALEXIS, a software package, into professional business communication. ALEXIS is an educational software package, designed to support staff teaching a writing course in a number of time consuming tasks, above all in supplying printed feedback on written assignments. ALEXIS has been used successfully in the writing curricula of Nijenrode, the Netherlands School of Business, and Twente University of Technology.
Using ALEXIS helps to overcome some of the problems the communication professional has to deal with and tends to facilitate the process of analysing
Tekstmodellen Voor Bedrijven
Authors: van der Spek E.J.
Published: March 2014

Written communication is becoming a problem issue in many firms and organisations. Hierarchical networks and communication structures are getting more complicated every day. Employees with a technical, juridical or commercial background have to perform complicated communication tasks as part of their job.
Linguists can help structure business writing by developing textframes that are customized to the needs of a specific type of firm or organization. To do this, they can employ a method for structuring information in texts. In this method, the so-called 'central question' (the question to which the text is the answer) is connected to certain stock frames.
The first step for a linguist working for a specific firm is to discover whether there are recurring 'central questions' behind a set of texts. Next he has to find a suitable stock frame that is connected with these central questions. The last and most difficult step is adapting the stock frame to the needs and wishes of the future users.
In this article the steps that are mentioned above are described and illustrated. The example that is given is of a large Dutch semi-government organization, the "Sociale Verzekeringsraad" (Social Security Council).
Perspectiefkeuze in Voorlichtingsteksten
Authors: Jaspers Joep
Published: March 2014

The advice often given to writers of information brochures (distributed by governmental organisations, health organisations, etc) to use a reader based style to produce a more readable text, is difficult to follow. Especially the use of the pronoun you (creating a reader perspective, RP, in, for example: if you use tranquillizers, you may not be able to drive a car vs. Someone who uses tranquillizers may not be able to drive a car) is not always compatible with the kind of information, advice or instruction one wishes to convey. As a consequence, writers use a non-personal style throughout their text, or they more or less regularly switch their perspective from RP to a non-personal one, presumably at the cost of processing speed and ease on the part of the reader. The research reported in this article is concerned with
- the linguistic means generallly used to introduce the RP in
such texts for the first time;
- when and for what reasons the writer has to give up RP for a more general, impersonal perspective.
A textual analysis of 20 Dutch brochures shows that these switches generally rest on rhetorical choices the writer makes concerning (a) the readers addressed, (b) certain aspects of the information given (negativity, complexity), (c) text structure, and (d) stylistic choices. Suggestions are given that may solve the perspective problem, but which in turn may interfere with other rhetorical strategies of the writer.
De Aanvaardbaarheid Van Voorlichtingsteksten Over Nieuwe Maatregelen
Authors: Braet A.
Published: March 2014

A text giving information about new measures must satisfy three rhetorical requirements: it must be attractive, understandable and acceptable. This article discusses the acceptability of a text. A text is acceptable when a critical reader is satisfied by its contents.
Arguments are adduced for three theses: (1) In writing motivation of new measures one may benefit from the theory of the burden of proof in American academic debates. (2) The duty to motivate new measures is not taken seriously enough. (3) Further empirical research into the use of stok issues is needed.
Daarom is Reclame Dan Ook Interessant Voor De Tekstwetenschap
Authors: Andringa Els
Published: March 2014

From general advertising tasks and strategies three hypotheses about connectivity in advertisement texts were derived:
1. In advertisements the number of connectors will be comparatively high.
2. The number of subordinating connectors, however, will be low.
3. Connectors which semantically possess an argumentative or rhetoric quality will play a dominant role.
These hypotheses were tested in a comparative study of written advertising language and other kinds of written texts. Hypothesis 1 and 2 were supported. In testing the third hypothesis it was found that the connectors of addition and of causation are more frequent in advertising than in other written language, but that adversatives are not.
In a qualitative analysis the role of causal relationships was worked out. It was found that their functions fitted the tasks of advertising texts from which the hypotheses originated very well. At least five functions have been found:
1. Causal connectors often relate two different product qualities to each other.
2. They do this by putting these qualities in an argumentative structure of the following form:
Product quality (P) conclusion> General positive quality (C)
or: Ρ
explanation
3. When the generalizing difference between (P) and (C) is not very strong, the structure becomes one of tautological repetition. In this way a product quality may be accentuated.
De Gebruiksaanwijzing Bestaat Niet
Authors: Westendorp Piet
Published: March 2014

Various fields of research are valuable for the writer of user manuals: readability (formulas), ergonomics, cognitive psychology, psycholinguistics, instructional research and typography. Elements of these fields appear in 'How to write manuals books'. Yet these books do not answer the writer's main question: 'What should the manual look like?'
In this paper it is argued that the manual does not exist and a list of criteria for the classification of user manuals is presented.
According to the list some manual variations were written'and tested: continuous prose versus step-by-step for a compact disc player, and step-by-step versus flowchart and versus pictural for a multi-function telephone.
The list of criteria seems to be a useful starting point for considering the possibilities for a certain product and for testing variations of manuals. The step-by-step version for the compact disc player seemed to be useful for non-experts who strictly followed the instructions but unpractical for the experts who used the manual only as a kind of trouble shooting list. For the telephone the text version appeared to be best; from the flowchart version users did not learn anything.
Veilig Werken Volgens Geschreven Procedures
Authors: Elling M.G.M.
Published: March 2014

Research in the field of written procedures (in an industrial context) has moved along two lines: regulating the performance of operators, especially in nuclear power plants, and creating effective technical manuals. The quality of such texts has remained a problem, perhaps because research has generally concentrated on superficial text features and task analysis, thereby neglecting the actual use (or non-use) of documents in working situations and the wider interests the organisation has in writing down procedures.
A more promising strategy, along the lines of a distinction made by Rasmussen, is to concentrate on the relation between written procedures and the appropriate levels of human performance: skill based, rule based or knowledge based.
In a case study (procedures for railway-track maintenance with uninterrupted train service), users described their problems with the written procedures as "lack of clarity", alluding to deficiencies in content and presentation. Further analysis revealed the following more specific problems:
- unclear presentation: not designed as a job performance aid, awkward phraseology, unfit for easy reference;
- too many detailed procedures;
- unclear working situation: users often felt compelled to choose between following the procedures to the letter and accomplishing the jobs on schedule;
- resistance to the predominating "control directing" function of the procedures, to the detriment of their "action directing" function;
- lack of motivation, as a result of not having been involved in the drawing up of the procedures.
The procedures had been conceived by the organisation on a rule based level. Due to the modus operandi of the human cognitive system, however, actual application of the procedures often takes place on a skill based level. Accordingly, it was decided to rewrite the procedures to a skill based level, i.e. to write very explicit instructions, specifying the actions to be taken by workers at every level in the organisation.
From the present study it can be concluded that the usability of safety-related written instructions is not determined predominantly by their contents and their presentation, but also by at least the following factors: organisational context (working conditions, administrative control, safety policies); task involved; risk perception; feasible level of human functioning; frequency of error types; ergonomic possibilities; motivation of the users; knowledge and experience of the users.
De Invloed Van Tekststructuur En Lexicale-Woordfrequentie Op Behoud Van Informatie In Referaten
Authors: Lamers Η.Α.J.M.
Published: March 2014

Scientific information vanishes in the transfer process. Input losses point out as a success model: English articles published in American journals with keywords in the titles, with an English author abstract, tables, graphs, and a bibliography. Output losses demonstrate as a succes model: controlled descriptors properly handled from a thesaurus. These output losses require language knowledge, especially of English. Information was linguistically defined as lexical unit types. A well-structured and an ill-structured text were each presented to 25 subjects to be abstracted. Each original text had 864 tokens and 178 lexical unit types. The abstracts from the well-structured text retained 28% of the lexical unit types; those from the ill-structured text 17%. The former kind contained 40% more lexical unit types than the latter kind. The former kind contained every lexical unit type with a frequency of 6 and more; the latter kind those with with a frequency of 9 and more. The lexical unit types in both kinds of abstracts correlated to those in the original text 0.98. Correlation of the lexical unit types in the abstracts to each other was 0.995. Hypotheses: a structure is a peremptory requirement for retention of information; the frequency needed is dependent on the structure; standardized keywords make retention easier.
Een Beroepsgerichte Schrijfcursus Voor Letterenstudenten
Authors: Maes A.A.
Published: March 2014

This article describes the organisation and background of a vocational writing course for arts students. The course is part of the optional curriculum of the Department of Language and Literature of Tilburg University. It is the aim of this course to create a writing environment in which arts students can apply theoretical knowledge to practical writing tasks in business organisations.
Every participant in the course chooses an existing brochure, which he revises along the lines of an agreed procedure, which consist of the following steps: analyzing, criticizing, first rewriting, second rewriting, testing, producing the new version. All steps are evaluated by all participants and by representatives of the organisation where the text was first written.
The course links the expertise of arts students to real-life writing tasks in organisations and is at the same time an attempt to reinforce the social basis of the arts curriculum.