bluuebunny/crossref_metadata_2025 huggingface dataset:
Computerondersteund Onderwijs in de Mondelinge Taalvaardigheid en de Uitspraak
Authors: Koet Ton
Published: March 2014

If anyone suggested ten years ago that computers could play an important part in the teaching of productive oral skills or pronunciation, most listeners would have reacted with amusement or disbelief. Computers were business machines capable of processing text and data efficiently and no more than that. As a result of recent technological developments computers are now capable of much more; technologically the manipulation of sound and data is no longer a problem. Unfortunately the development of software and courseware has not kept pace with the technological innovation. Nevertheless the use of computers for the training of oral skills and pronunciation (through automatic feedback on the student's utterances) lies already within the reach of 'ordinary' students and teachers.
Spreektoetsen Moderne Vreemde Talen
Authors: Paffen Peter
Published: March 2014

In 1988 CITO started research into the feasibility of valid and reliable oral proficiency tests based on communicative principles. This was to meet the demand for a communicative speech test to be used in school based examinations in secondary education. Using the Test of Spoken English as a guideline, tests for French, German and English were developed. Simultaneous research into the reliability and validity of the tests led to various adaptations of the original model. From 1992 onwards oral proficiency tests for each of the three languages in question have been published at levels VBO/MAVO, HAVO and VWO (approxi-mately: vocational, secondary modern and grammar school). The results of a user inquiry held in 1994 led to a number of further changes to improve the user-friend-liness of the tests. Early in 1996 a new research project concerning the reliability and validity of the tests was started. The results will be published in the autumn of 1996.
Self-Disclosure and Safe Topics of Conversation
Authors: van Betteraij Margo , Kellerman Eric , Schils Erik
Published: March 2014

Studies of the pragmatic aspects of second language acquisition and use (and particularly speech acts) have been rapidly growing in number and quality over the last few years. Such studies are particularly relevant from both theoretical and applied perspectives, but while we seem to know a fair amount about how non-native speakers and native speakers apologise, compliment, complain, refuse and criticise, we seem to know almost nothing about what constitute safe topics for strangers from different cultures to actually talk about to each other ('small talk', one might say).
Since it is natural for Westerners to talk about themselves to casual strangers cross-cultural differences in both willingness to 'self-disclose' and the content of self-disclosure might have significant consequences for the success of ongoing interpersonal communication. Yet comparative studies of interculturally safe topics are restricted to McHugh's work on Japanese, Vietnamese, Thai and American nationals.
For our own study, we used the Jourard Self Disclosure Questionnaire to examine the willingness to self-disclose of groups of Dutch, English, and Japanese students to imagined 'middling acquaintances', fellow-students of either gender with the same linguistic and cultural background and with whom they had friendly but non-intimate relationships. Sixty questions are divided into six categories, such as Body, Money, and Personality. Results for the Dutch group show clear patterns of cross-gender differences, some of which are at variance with those found in previously published research on Americans. For instance, in our data, male subjects disclose significantly more than females. However, while the gender of the conversation partner does not have an influence on the degree of male disclosure, it does have an impact on the disclosure of female subjects. Women disclose significantly more to women than they do to men. Comparable data from our English and Japanese subjects are reported.
Language Mixing in a French-Dutch Bilingual Child
Authors: Hulk Aafke , van der Linden Elisabeth
Published: March 2014

Child bilingualism has been a domain of growing interest in the last few years. A central question in research concerns the differentiation of the two languages in the developmen-tal process: do children develop two separate language systems from the very beginning or do they start with a combined system? In this discussion, aspects of word order play an essential role. Radford (1986) has compared early child utterances with so called "small clauses". In small clauses, word order would be relatively free due to the fact that children have not yet acquired the concept of case marking which puts constraints on word order. In this assumption, word order would not be expected to be differen-tiated in the first stages of the two languages of the bilingual child. Others however (Meisel, 1989, Frijn & de Haan 1994) have suggested that word order from the two-word stage on is almost invariably correct and in line with parameter settings in the adult language.
At first sight, the utterances of the French-Dutch bilingual child that we study do not support one or the other of these two views unambiguously. Despite the fact that French is a head initial, SVO language and that the majority of the utterances of the child are in accordance with this parameter setting, utterances with SOV order and other Dutch-like word orders do appear in her French with a certain frequency. In our discussion we will show that, while the early (S)OV patterns can probably be explained by the absence of a fully fledged functional projection IP in the child's grammar, this cannot account for these patterns in later phases. The persistent presence of OV patterns in the French utterances - that are (although very rarely) encountered in French monolingual children as well - seems to be caused, then, by the continuing Dutch input that may very well be the factor that "pushes up" the production of [XP V] patterns in the child's French.
The Development of Pragmatic Competence
Authors: Kasper Gabriele
Published: March 2014

Unlike other areas of second language study, which are primarily concerned with acquisitional patterns of interlanguage knowledge over time, most studies in inter-language pragmatics have focused on second language use rather than second language learning. The aim of this talk is to profile interlanguage pragmatics as an area of inquiry in second language acquisition research, by reviewing existing studies with a focus on learning, examining research findings in interlanguage pragmatics that shed light on some basic questions in SLA, exploring cognitive and social-psychological theories that might offer explanations of different aspeas of pragmatic development, and proposing a research agenda for the study of interlanguage pragmatics with a developmental perspective that will tie it more closely to other areas of SLA.
Pre-Basic Varieties
Authors: Perdue Clive
Published: March 2014

Three of the traditional questions in (second) language acquisition research are:
1. What is acquired, in what order?
2. How is it acquired?
3. Why is it acquired?
In this paper, I concentrate on (1) and (3), proposing a description of various learners' paths towards various L2s, and examining different factors which may explain the course of acquisition. The learners were, for the most part, recorded during the European Science Foundation's study of the spontaneous (untutored) acquisition of Dutch, French, English and German (Perdue 1993); other comparable studies will also be discussed. The emphasis is placed on the beginning stages of acquisition in an attempt to demonstrate that these stages are crucial for an understanding of the whole process. It will be argued (a) that there are stages (grammars) through which all learners pass, (b) that these stages can be characterised explicitly, but (c) the description of these stages, and of the transition between them, is not reducible to a single-level analysis, and (d) distance between (source and target) language pairs partially determines the amount of useful knowledge available to the absolute beginner.
Crosslinguistic Influence and the Expression of Hypothetical Meaning
Authors: Schouten Edith
Published: March 2014

Although Dutch learners of English generally achieve high levels of proficiency, even advanced students produce errors like the following:
English Dutch
*Ifshe would do that, I would leave her (Als zij dat zou doen, zou ik hij haar weg-gaan) instead of: If she did that, I would leave her (Als zij dat deed, zou ik bij haar weggaan)
They tend to insert would in the ¿/^clause of hypothetical sentences. This type of error is a characteristic feature of Dutch English and in many cases it has become fossilized. The following questions present themselves:
Why is it exactly this error which is so persistent while other aspects of grammar are acquired much more easily?
To what extent does the mother tongue influence the fossilization process and to what extent do general principles like markedness and semantic disambiguation play a role?
Dutch corpus data show that although the structural equivalent of both the correct and the incorrect structures above are perfectly acceptable in Dutch, one form is often highlyy preferred over the other, depending on factors like time frame (future/present/past), clause order and nature of the verb (strong/weak). On the basis of these facts, I will provide a thorough description of hypothetical conditionals, which serves as a starting point for my research.
In order to gain more insight into the mother tongue in the fossilization process, a written test was administered to Dutch learners of English with different levels of proficiency, first in Dutch and a couple of weeks later in English. The learners had to fill in the verb forms in hypothetical conditional sentences embedded in a short situation description.
The results showed that the distribution of the different forms in Dutch was to a large extent mirrored in English; i.e. where in Dutch the would equivalent was used, the number of if...would errors increased in English and where a past tense in the if-clause was favoured η Dutch, fewer mistakes were made in English. Apparently crosslinguistic influence does play a role here and the fossilization of if ..would seems to be limited only to a subset of conditional types.
The Growth of Linguistic Knowledge and Language Processing in Undergraduate Learners of French
Authors: Towell Richard J.
Published: March 2014

In this article it is argued first that linguistic knowledge consists of two components, linguistic competence and learned linguistic knowledge, and that these components are created in the mind of the second language learner by different processes. It is further argued that these two kinds of knowledge must be stored in the mind as proceduralised knowledge, through a process of automatization or proceduralisation, in order to permit fluent language processing. Using evidence gathered from undergraduate learners of French, these two hypotheses are investigated. The acquisition of competence is investigated through grammaticality judgement tests, the acquisition of proceduralised knowledge is investigated through the measurement of temporal variables. In relation to the acquisition of linguistic competence, the results suggest that learners do not re-set parameters even after a lengthy period of exposure to the L2, but that they may mimic the L2 on the basis of the LI. In relation to the proceduralisation of linguistic knowledge, the results suggest that learners do not possess the L2 knowledge in the same way as the LI knowledge but that specific aspects of the knowledge are proceduralised over time. It is expected that further investigation of the data set will enable more detailed statements about exactly what kind of knowledge has been acquired and proceduralised and what has not.
Indicatoren Van Etniciteit in Relatie Tot Predictoren Van Taalvaardigheid in Het Basisonderwijs
Authors: Driessen Geert
Published: March 2014

Policy and research are confronted with a growing indistinctness with regard to the definition of ethnic minorities. It proves to be more and more difficult to identify this category in a unambiguous way. The present article describes several indicators of ethnicity and relates them to each other. These indicators relate to the situation of the parents, viz. country of birth, nationality, self-identification, home language, language proficiency and also educational level. The indicators are correlated bivariate and multivariate to the language proficiency of their children. The national representative sample analyzed consists of 7,197 pupils in group 4 (age 8-9) of primary education. The results of the analyses show that the use of different indicators leads to very big differences in size of the category of ethnic minorities. It becomes clear that the home language criterion (i.e. the language the parents speak to each other) offers good prospects as an indicator of ethnicity and a predicator of differences in language proficiency. The practical value of the criterion, however, seems more important for research than for policy.
Misunderstanding in Intercultural Communication
Authors: House Juliane
Published: March 2014

Misunderstanding in intercultural communication may result from many different and possibly interacting sources such as inadequate perception, inappropriate comprehension at different linguistic levels, gaps in interlocutors' knowledge of the world, uncooperativeness on the part of one or both of the interlocutors, or their inability to assemble and realize an intercultural move that is expected by the partner at this particular point in the interaction. Given this complexity, any analysis of misunderstandings must be approached in an interdisciplinary manner such that different research traditions can be taken into account.
In this article, an overview of a number of research traditions relevant for investigating intercultural misunderstandings is given and the results of an ongoing project featuring conversations from a corpus of naturally occurring everyday talk, fieldnotes and diary-entries as well as open role plays between members of different linguacultures are discussed. This primary data is triangulated by introspective reports, narrative interviews and metapragmatic assessment data.
The results of this project essentially confirm the findings of earlier contrastive pragmatic analyses (German-English), which I conducted with different subjects, data and methodologies. Given this converging evidence, the assumption of deep-seated differences in communitive preferences and expectation patterns between members of the linguacultures I examined may not be totally unwarranted.
Gesprekken Tussen Vrouwen en Mannen
Authors: Huls Erica , Roovers Christien , Spierings Hannie
Published: March 2014

With respect to gender differences in language use, two theoretical positions can be distinguished: the cultural approach and the dominance view. In the first approach, communication between women and men is regarded as a special case of intercultural communication. In the second perspective, the social superiority of men is reflected in the details of everyday conversations, while women play a more submissive role.
Although these two views can be seen as complementary in many respects, there is at least one point of contrast. In the dominance view, the typically male and female conversational styles are especially prominent in cross-sex conversations. In the cultural approach, the male and female styles are not considered to be sensitive to the sex of the addressee.
With these two theoretical positions in mind, we analysed interviews from Dutch talk shows and current affairs programs. In both types of interviews, politeness strategies were analysed in relation to the sex of the addressee. The interviews in the current affairs programs were also analysed with respect to turn-taking mechanisms.
Results show that two analyses confirm the dominance view, while the other two confirm neither the cultural approach nor the dominance view. In conclusion, no evidence was found for the position that communication between women and men is a special case of intercultural communication.
De Matrixtaal
Authors: Boumans Louis
Published: March 2014

The syntactic and morphological regularities of CS are better understood if we compare data from various language pairs that are described in a uniform way. This article argues for a matrix language approach, which means that each syntactic structure is attributed to the grammar of one language, the Matrix Language (ML), even if it contains elements from another language (the Embedded Language).
The Monolingual Structure Approach (MSA) combines insights from previous matrix language approaches. After demonstrating the advantages of defining a ML, the identification of the ML according to the MSA is explicated. Finally, counter-examples and limitations of the MSA are discussed.
Codewisseling in een Nederlandse Gemeenschap in Brazilie
Authors: Uilenberg Sarina
Published: March 2014

The present investigation was carried out in Holambra, a community of Dutch origin in Brazil. The goal was to analyze the codeswitching between Dutch and Portuguese practised by the immigrants in their everyday speech, taking into account both grammatical and functional aspects. Moreover, the codeswitching of the first and second generations were compared, focusing on the different motives, the size of switched constituents, and the type of codeswitching. Previous theories suggested a relationship between grammatical characteristics on the one hand, and functions of individual switches, attitudes towards the languages and communities involved, and language ability on the other hand.
In this article, results of the three analyses are presented and the language use and codeswitching of the different generations in this community are described. The results show an intermediate generation consisting of the most balanced bilinguals, who codeswitch often and without difficulties, using the full range of both languages. The first and second generations, however, show less diversity in their codeswitching, mainly switching nouns. Finally, suggestions for future investigation are presented.
De Relatie Tussen Taalkeuze, Inschatting Taalvaardigheid Nederlands en Sociaal-Culturele Factoren bij Italianen in Vlaanderen en Turken in Nederland
Authors: Klatter-Folmer Jetske , Van Avermaet Piet
Published: March 2014

In this research project, the model of social determination of language shift will be expanded. An attempt is made to fill the gap that still exists regarding the effects on language shift of an ethnic minority group member's confidence in his ability to comply with the linguistic demands of the dominant majority culture. To that end, we investigate the confidence of members of ethnic minority groups and how it is built up, its place in the hierarchy of relevant factors, and their interaction. We detail how this confidence relates to language choice behaviour and language shift. This paper focuses mainly on the theoretical outline and design of the project.
Transcultureel Taalonderwijs
Authors: van Kalsbeek Alice , Huizinga Marijke W.M.
Published: March 2014

After 'intercultural' and 'multiculturai', we introduce the term 'transcultural' in relation to language education. In our opinion, this term is understood to mean a type of education in which, by means of exchanging culturally different experiences, the culturally biased frame of reference of the language learner contributes to the formation of new concepts. In this way, the classroom becomes a breeding ground for a 'third culture' (Kramsch, 1993), in addition to the first culture of the learner and the second culture associated with the language being learned. Transcultural education, in our view, is the ultimate implementation of intercultural education.
In the context of second language learning, the term 'transcultural' has an additional meaning: most of the students find themselves in the transition from one culture to another.
In our paper, we develop these two meanings of 'transculturaP as relating to the teaching and learning of Dutch as a second language. Starting from a theoretical framework, we end up with suggestions for application in the language classroom.
Leerlingen aan het Woord
Authors: van Dam-van Isselt Jet
Published: March 2014

An ethnographic document of 'objet trouvé' nature was the starting point for this study: a school diary in two volumes, co-authored by two Dutch teenage girls in the early seventies, mostly during classes-in-progress. This lively collection of fieldnotes (texts, drawings, shrieks, written conversations) constructs an insider-relevant representation of what school is like, from class-to-class, day-to-day, year-to-year. The existence of this collusive document is itself a comment on our assumptions of what goes on in classrooms, what is heard and not heard, seen and not seen. I have selected two passages from "The Writ", as the girls called these unorthodox classroom data, that illustrate how current linguistic and educational paradigms, in embracing a 'conversational' view to learning and communication in school, underanalyze the complexity of multi-party interaction in social situations, both with respect to 'the' data that have to be accounted for and the analytic tools they use to account for them (cf. 'Where is the lesson in all this talk'; Van Dam van Isselt, 1995). The relevance of what is said is constructed in highly complex floors and collusive interactional positions (cf. Goffman, 1979, 'Footing'). In the first part of the paper, a refinement of hearer roles is central. In the second part, a different type of data is used: video-recordings of lessons in 'Dutch as a second language', taught to a group of refugee children recently arrived in the Netherlands. A close examination of these data shows that 'utterance that is not talk' is relevant to contexts of early socialization and language production (cf. Palloni, 1994). The main theme of the paper is that a dynamic notion of context is needed: as produced in real time on a moment-by-moment basis by the interpretative work of co-present parties. Two discourse models that partially fulfill these requirements and that could be adapted for the purpose are discussed: the Linguistic Discourse Model by Polanyi & Scha (Polanyi, 1988) and Van Kuppevelt's proposals for tracing the structure of narrative texts through underlying questions (Van Kuppevelt, 1995).
Het Schoolvak Nederlands (t2/t1) Als Studieobject Van Toegepaste Taalkunde. Een Onderzoeksagenda
Authors: Bakker Carien
Published: March 2014

In the first 1990 issue of TTWiA, stock is taken of 25 years of applied linguistics in the Netherlands. Three of the five papers deal with learning and acquiring foreign languages, one with second-language acquisition, and one with ethnic minorities in education (OET (home language instruction) and NT2 (Dutch as a second language)). During the 25 years before 1990, second-language acquisition and foreign-language instruction were the main research areas of applied linguistics. In recent years, the focus of TTWiA has shifted a little, with a considerable number of articles on Dutch as a school subject. At the moment, various developments can be observed in secondary education that have consequences for the course materials and the didactics of the school subject Dutch. In this article, we make a number of suggestions for research questions emerging as a result of developments in the field of applied linguistics.
De Implementatie Van Zebra, Een Basisleergang Nt2
Authors: Kuiken Folkert
Published: March 2014

This article focuses on the relevance of implementation of second language methods in general and of Zebra in particular. Zebra is an introductory course in Dutch, designed for foreign students of 12 to 16 years of age. The article starts with the reasons why Zebra had to be developed. Zebra can be characterized as a task-based approach. These and other principles of the method are clarified in the following paragraphs. Teachers who want to implement the method can participate in a training program complemented by intervision and coaching. The method has been tested at six secondary schools. These tryouts have yielded a lot of information on the skills teachers need when using the method. As far as possible, these skills are integrated in the implementation program.
De (on) Verklaarbaarheid Van Fossilisatie
Authors: van der Linden Elisabeth
Published: March 2014

In the literature about fossilization, several definitions have been given and several explanations have been suggested for this phenomenon. I see fossilization as a long-time stagnation in the T2 learning process, leading to errors based on transfer. Fossilization is caused by sociolinguistic, pyscholinguistic and purely linguistic factors. In this paper I concentrate on the acquisition of syntactic structures and on the role of input and instruction in that process. I argue that, although in the acquisition of some syntactic structures, UG plays an important role, this does not account for the whole learning process: learners have not only to reset parameters when acquiring T2 but have to proceduralize knowledge based on the surface structure of sentences. In the case of the use of past tenses in French, many of the Dutch advanced learners of three different levels of proficiency do not acquire native-like intuitions about the use of these tenses, although input as well as instruction are thorough on this point. I suggest that the past tense system is not UG-dependent and that the instruction does not allow proceduralization of the knowledge.
Argumenterend Schrijven in t2 en t1
Authors: Vedder Ineke
Published: March 2014

This paper reports on some of the results of a study of the 'acquisition of argumentative discourse by Dutch intermediate learners of Italian, carried out among a group of university students at the Department of Italian of the University of Amsterdam. It focuses on the comparison of the argumentation structure in L2 and LI and the lexical, syntactic and pragma-rhetorical means required for the production of argumentative discourse. The following three issues are discussed:
1. The accessibility and frequency of the obligatory and optional argumentative categories and subcategories in L2 and LI (cf. Lo Cascio, 1991; Toulmin, 1958/1964).
2. The main differences between L2 and LI concerning the use of the so-called argumentative indicators and other lexical and syntactic markers to emphasize the argumentative purpose of argumentation; the LI influence on the acquisition of these linguistic means in L2.
3. The use in L2 and LI of pragma-rhetorical devices to rouse the interest, of the reader and to convince, such as metaphors and rhetorical questions; the occurrence of pragma-rhetorical LI transfer.
Hoe Beïnvloedt Kennis Over Taal de Verwerving Van Een Vreemde Taal? Evidentie Vanuit Een Computeronder-Steunde Cursus Spaans
Authors: de Graaff Rick
Published: March 2014

The article reports on an empirical study of the faciltative effect of explicit instruction about language structure on the acquisition of second language (L2) morphosyntax, by means of an experiment in which students learning Spanish were given varying amounts of explanation about the grammatical structure. Students took a computer-assisted self-study course under explanation or non-explanation conditions, and were tested on the acquisition of a simple and a complex morphological structure and a simple and a complex syntactic structure. It is argued that explicit knowledge about language does not convert into implicit knowledge of language. The study is based on an attention focusing position, according to which implicit knowledge is acquired as a result of noticing specific forms and their meanings in the target language; noticing can be facilitated by explicit knowledge built up as a result of explicit instruction.
De Wet Van Behoud Van Structuur
Authors: van de Craats Ineke
Published: March 2014

his paper deals with the L2 conservation hypothesis. It is argued that, in its initial stages, adult L2 acquisition is primarily determined by the LI grammatical system. The acquisition model presented here is in line with the Full Transfer/Full Access hypothesis of Schwartz and Sprouse but is more specific as for the terms transfer (= conservation) and access, and as for the development of morphology.
The learner is using his LI system with a target language vocabulary, which has the paradoxical consequence that the LI impact seems to grow the more L2 the learner acquires. This pattern is illustrated by the acquisition of possessive structures by Turkish and Moroccan adults learning Dutch outside the classroom. They appear to act as linguistically conservative individuals who, initially, generate L2 possessive structures by combining their LI grammatical with their limited L2 vocabulary. Consequently, the Turkish and Moroccan learners have different paths of acquisition. They are similar, however, on a more abstract level. Both groups are able to learn specific new parametric values quite early in the acquisition process, and they both have extreme difficulties in learning L2 morphology.
Woordenboekgebruik en Tekstbegrip
Authors: de Hondt Heleen , Nienhuis Lydius , Weistra Majorie
Published: March 2014

This article describes an empirical study on the effect of dictionary use on scores of reading comprehension tests for advanced levels of French, as well as the effect on certain aspects of learner behaviour. For a more detailed description, see Weistra (1997).
In this research project, groups of students from the upper grades of secondary schools took parts of the final exam tests for reading comprehension (CITO toetsen) either with of without the use of a bilingual dictionary.
Test scores and time on task under the two conditions have been compared. Data have been collected on the ability to select the correct meaning of the words looked up.
Bimodale Aanbieding en Consolidatie Bij Woord-Verwerving
Authors: Nienhuis Lydius , de Hondt Heleen
Published: March 2014

In this article we address the question whether in word learning the effects of a bimodal (reading and pronouncing) condition are superior to the effects obtained in a monomodal (written only) condition. Research in the domains of psychology, psycholinguistics and foreign language learning lends support to the hypothesis that the effects of bimodal presentation and learning of words will be superior.
In our experiment, pupils of intermediate classes from three different schools had to learn twelve French words in a bimodal condition: the words were presented in a text in a listening + reading condition; then the pupils learned the words by reading and pronouncing them. Pupils of three other (parallel) classes from the same three schools only read the same text and learned the words in a writing condition.
The results of our investigation provide modest evidence for better retention in the bimodal condition: overall scores of the imodal' classes proved superior to scores of the monomodal classes. But this result is almost exclusively due to the results of only one school; in the two other schools test results did not differ significantly. This may be due to the small number of words.
In subsequent research, the number of words to be learned will have to be larger than the modest number of twelve, in order to provide more convincing results.
Stemmen in de Klas
Authors: van Dam-van Isselt Jet
Published: March 2014

In publications on language acquisition in formal and informal settings it is often assumed that utterances are addressed to one co-present other: the dyadic metaphor for communication which has 'conversation' as its paradigmatic format. Hymes (1972), Ochs (1983), and especially Goffman (1981) - among others - have emphasized that more complex participant roles are involved. In this paper structural features of the production of teacher and learner turns will be investigated. The data derive from a first English lesson, an 'action research' project and a longitudinal school diary co-authored by two teenage girls in the Netherlands. Their insider view of what happens in (language) classes corroborates the view that descriptive models of classroom talk underanalyze the notion of what are 'the' data that need to be accounted for. A more sophisticated tool is needed. It is suggested that Polanyi and Scha's Dynamic Discourse Model (Polanyi, 1988) - with modifications - could provide such a tool.
De 'Meerwaarde' Van Pedagogisch Vertalen
Authors: Kroese Monique
Published: March 2014

A common form of practising grammar and training vocabulary acquisition at secondary schools, pedagogical translation (L1-L2) is generally considered to be particularly beneficial to advanced learners. Although the translation debate in Dutch academic journals in the 1980s suggests that university teachers agree on the importance of pedagogical translation for advanced learners of English at Dutch universities, they don't seem to agree on the particular benefits. At the same time, despite 6 years of English at secondary school and an extensive exposure to English in Dutch society, students often express a frustration at their inadequacy to master this form of skills training. Little research has been done into the actual effects of L1-L2 translation on advanced learners, neither in SLA nor in translation studies. The article is a review of the recent literature, and lists a number of possible research questions around the core question: can the effect of pedagogical translation be identified and measured in a systematic way? My hypothesis is that the effect is a student's enhanced understanding of the nature of Dutch texts and their specific features. This in turn will enable students to communicate the meaning of the text adequately into English.
De Participatiestructuur Van Spreekvaardigheidslessen
Authors: Bannink Anne
Published: March 2014

In SLA methodology it is recommended that students engage in conversation in fluency classes. The assumption underlying these recommendations is that conversational roles and tasks can be brought into and practised inside the classroom.
This article is a report on research in progress and uses a discourse framework to demonstrate that the complexity of these settings has been underanalyzed (Polanyi & Scha, 1988). What exactly are the consequences of the fact that these conversations are not, of course, 'ordinary' 'authentic' conversations but pseudo-conversations acted out in institutional settings? If only because they occupy a position between 'instructions' and 'reporting back to the class', they construct a different type of unit. Constraints of the real-world social situation are not invalidated by embedding them into a pseudo-informal 'conversational' domain: speaking and hearing roles just become increasingly complex both for the students and for the teacher (Goffman, 'Footing', 1979).
The data consist of freshmen fluency classes at Amsterdam University in various types of tasks and with varying group sizes.
Tweetaligheid en Alfabetisering Van Doven
Authors: Kolsters Bob
Published: March 2014

Schools for the deaf in the Netherlands are currently looking for ways of converting their current education into bilingual education. The first language of prelingual deaf children in the Netherlands is Sign Language of the Netherlands (SLN); their second language is Dutch. In the first part of the thesis, the bilingual situation of prelingual deaf children is examined with the help of a theoretical framework designed by J. Cummins and a model designed by J. Kurvers. Cummins' theoretical framework takes a thorough look at language development in different bilingual situations. Kurvers' model examines the different ways for bilingual people to obtain literacy. Both theories support the view that in order to stimulate development of the first and the second language, sign language should be the language of instruction in schools for the deaf as well as the language in which prelingual deaf children obtain literacy. Since this implies the use of a notation system for sign language in deaf education, the second part of the thesis deals with the design of a prototype of an educational method that stimulates metalinguistic knowledge with the help of such a notation system.
Vertalen Als Revisie
Authors: Breedveld Hella
Published: March 2014

The study of translation processes tends to focus on the local processes involved in finding translations for words or expressions in the source text. In order to find out which processes are involved in the production of a target text based on an existing source text in another language, translation studies may profit from models that have been developed in research on the writing process. Certain categories of cognitive activities found in research on the writing process can be used in the analysis of think-aloud protocols of the translation process. Especially the notion of revising, as developed in writing research, can help to understand how translators proceed in order to produce a good text in a target language.
Nakaarten en Vooruitzien
Authors: Geerts G.
Published: March 2014

Interest in the process of language change leads - among other things -to the study of the socio-cultural factors affecting this change and to the question whether this process can somehow be influenced by deliberate interventions. Affecting language evolution is possible at various levels - e.g. in connection with language as a communicative system and in connection with language as a social institution - and by various agencies. If it is done by the government and following some sort of explicitly formulated policy, one can speak of language planning
A selective treatment of some important language planning processes elsewhere in the world is taken as starting point in order to illustrate concretely what the purpose and meaning of language planning may be. Next a survey is given of relevant factors and events in the linguistic history of the Netherlands. Our main conclusion in this respect is that one can scarcely speak of anything more than incentives to a policy of language planning. On the basis of these findings an attempt is made, finally, to advance some building blocks for an integrated language planning policy.
Behoeften Aan Vreemde Talen en Vreemde-Talenonderwijsbeleid
Authors: Bongaerts Th.C.G. , van Els T.J.M.
Published: March 2014

Before 1968 foreign language teaching in non-vocational schools in the Netherlands presented a relatively simple and stable picture: French, German and English were compulsory subjects for all pupils and all pupils were examined in these subjects. Since then the situation has changed drastically. In 1968 a new law came into effect which made it possible for pupils to drop either one or two foreign languages - depending on the type of school they attend - well before their final exams. One of the most dramatic results was that more than half of the pupils decided not to take an exam in French. Also, the share of foreign languages in the curriculum dropped from ± 28% to 24.5%. Teachers and their associa-tions voiced their worries about the effects of the new law in their journals and in consultative committees. In response to this, the Ministry of Education requested the I.T.S (Instituut voor Toegepaste Sociologie = Institute of Applied Sociology) at Nijmegen to start a large-scale research project into foreign langufige needs in the Nether-lands .
In this paper arguments for the teaching of modern foreign languages and the needs they are based on are examined. Three categories of needs are distinguished and it is argued that, in the Dutch situation, the cate-gory of needs for communicative foreign language skills carries most weight. Next it is argued that, although a foreign language teaching policy cannot be successful unless it is based on a consideration of foreign language needs, they are several other factors - language political, learning psychological, linguistic, educational - which should also be taken into account. Finally, some results of the I.T.S.-research project into foreign language needs are discussed in detail and it is concluded that these re-sults can be profitably used as a starting point for a fundamental discus-sion with regards to a well-balanced foreign language teaching policy for the future.
Communicerende Vaten
Authors: Meijs W.J.
Published: March 2014

Theories about mother-tongue teaching and second language teaching (L1 and L2 teaching) converge on a number of aspects, viz. 1) com-municative orientation, 2) functional orientation, and 3) preference for authentic materials. Both LI and L2 theorists agree that the main teaching objective must be to give the pupils a certain level of com-municative capacity in L1 and L2 respectively (although opinions vary a great deal as to how to define the desired proficiency-level). The aim of the teaching is thus a functional, society-oriented one. L1 and L2 theorists are similarly agreed that methods and techniques employed in the teaching programme must also be functional vith respect to the main teaching objective. This goes also for the materials used, the dominant feeling being that these should be as much as possible authentic. Authenticity is more easily realized, it would seem, within LI teaching, as the pupils already possess a high degree of proficiency in their ovn language. One way of going about it would be to integrate LI teaching to a large extent in the teaching of other school-subjects. In L2 teaching this is obviously rather difficult, since the pupils in fact start from scratch. This latter fact means that In spite of the parallels that can be found, L3 and L2 teaching have completely different starting points, Since the whole acquisition process must take place within the L2 teaching situation, no L2 teaching programme can afford to overlook the grammatical aspects of the language taught. In the opinion, of certain L1 teaching theorists, on the other hand, mother-tongue teaching can very well do without grammar. The result is that in some approaches all the emphasis in LI teaching Is on the social aspects of language6 and attention to the language as a linguistic system is virtually nil. In such an approach L1 teaching becomes an emaneipatory, liberating process, From the point of view of L2 teaching this has some drawbacks, because in the teaching of grammatical aspects of L2 (be it explicitly or implicitly) awareness of a kind of structural and functional aspects of the grammatical system of the mother tongue can no longer be taken for granted. It is suggested that this is an undesirable situation and that steps should be taken by the appointed bodies to work out sorae kind of minimum grammar programme.
Engels in de Basisschool
Authors: Carpay J.A.M.
Published: March 2014

Since the introduction of the "Mammoth", the law that has reorganized our secondary school system, every elementary school pupil gets some forro of higher education. On the one hand this has in a certain sense decreased the importance of the elementary school, which used to be all the formal education the majority of Dutchman received, but on the other hand the elementary school has gained in importance as nowadays it has to prepare students for an educational system, which before long will require pupils to spend nine to ten years at school.
In spite of differences of openion as to what consequences this change might have, thereis aggerment on a certain number of points, among which the position thai one has to determine for each of the different school subjects, what subject or parts of subjects belong in the elementary school programme and which ones in secondary education.
Among the new subjects that for different reasons stand a good chance of being introduced in the "new style" elementary school is the teaching of a first foreign language. The reason for this is that it is felt that in the near future every Dutchman will need communicative knowledge of at least one foreign language. As attaining this goal requires time, it has been proposed to distribute the time needed for learning a foreign language over elementary and secondary schools.
The bill that will be introduced to Parlement later this year will contain a paragraph on English in the elementary school. This paper gives some arguments for and against the introduction of English in the elementary school.
Een Friese Taalkwestie?
Authors: Gorter Durk
Published: March 2014

First a short overview aims at a more realistic understanding of the contemporary Frisian-Dutch bilingual situation in the province of Friesland. Some historical lines are drawn and some figures are given on proficiency in Frisian of the population (97% can understand it, 83% can speak it, 69% can read it and 31% can write it to some extent). Yet Dutch has been the dominant language for over four centuries in public life and administration.
Social norms regulate the use of Frisian in different domains. The administrative sector and education are discussed in more detail. The provincial government nowadays fully recognizes the existence of a bilingual situation and intends to develop an even more active policy. The national Dutch government, although it provided some minimal legal measures, has in fact not done much more than to "officially acknowledge" Frisian as a language.
Almost all education is in Dutch. Some primary schools have had bilingual programs for the last 25 years. In 1980 a law comes into effect which makes it mandadory for all primary schools to teach Frisian as a subject in at least one grade for one hour per week.
Language politics per se is evaluated in ternis of categories influencing the formulation of policies toward Frisian. Two research projects are mentioned (a general language survey and an evaluation of bilingual education where scientific influence on policy is clear. Lobbies like the Council of the Frisian Movement, have exerted great influence. They aim at more regio-nal autonomy, not only in language matters. In the national political arena there is no lasting concern, notwithstanding all protestations of "good will". On the provincial level a report last year meant a setting of goals toward equal rights for both languages.
In conclusion it is said that Frisian society seems to be gradually moving into a situation where Dutch and Frisian have equal rights and are equally valued. But it will be a slow process of social change, especially since many Frisian speakers still consider their language to be inferior to Dutch and think that using it is also an inferior activity,