bluuebunny/crossref_metadata_2025 huggingface dataset:
Negociation et Culture Francaise
Authors: Merk Vincent
Published: March 2014

The Institute for Technology & Linguistics of the Technical University of Eindhoven has been giving courses in negotiating in French-speaking cultures. This course is intended for Dutch managers who have regular contacts with business concerns in France or in other French-speaking countries. The course is partly a result of a collaborative, extensive research carried out by the Universities of Eindhoven and of Tilburg into the role of language and culture in international negotiation.
The research has shown that Dutch firms are apprehensive about making contacts with French firms. Not only the language but also the differences in culture and negotiation patterns seems to cause various problems. The aim of this course is to familiarize the trainees with French negotiation patterns and provide them with appropriate strategies for negotiation, extend their knowledge of French "technical-commercial culture" and increase their proficiency in the language.
The article also discusses linguistic aspects which can help or hinder technical-commercial communication. Finally, it looks at global cultural approaches which are implied by this sort of course. For example, how far is it necessary to go along with: "When in Rome, do as the Romans do"?
De Relatieve Invloed van Onderwijsleerpakketten op de Leerprestaties Voor Engels in het Basisonderwijs (EIBO)
Authors: Edelenbos P.
Published: March 2014

The first results of an investigation into the teaching of English in Dutch elementary schools are reported. Eight sets of teaching materials are analysed and compared. Through multivariate analyses the relative effect of teaching materials on six criterion tests for grammar, listening, vocabulary, reading, writing and speaking is established.
Tweede Taalbeheersing Meten Met Een Multiple-Choice Cloze-Toets
Authors: Jochems W. , Montens F.
Published: March 2014

This article reports on empirical research on the psychometric quality of multiple-choice cloze-tests, specifically their validity. The command of Dutch as a second language of groups of foreign students who attended the course "Dutch for foreigners" at the Technical University of Delft was measured. There were high correlations between the scores on a number of multiple-choice cloze-tests and the achievement in (part of) a four-skills test. In addition a clear correlation was found between the degree of language pro-ficiency and the subjects' scores on a multiple-choice cloze-test. These results suggest that a subject's score on a good quality multiple-choice cloze-test is a good indicator of his proficiency in a second language.
Met Deze Kun je Huisje Bouwen
Authors: de Bie Marloes
Published: March 2014

In the research on the second language proficiency of non-native speakers of Dutch little attention has been paid to the semantic level of proficiency. The research reported in this article is concerned with the relation between the conceptual-cognitive development in the mother tongue and the acquisition of vocabulary in the second language.
Six Turkish and six Dutch children, aged between seven and eight years, were tested with a frequently used Dutch language reception and production test, the UTANT. In one of the subtests the subjects were asked to describe four objects. The descriptions were transcribed and analysed on the use of denotational and connotational features. The analysis showed that the Turkish subjects tended to name the connotational features first and to name denotational features only when they were asked to. The Dutch subjects exhibited the opposite tendency. In addition the analysis showed that the Turkish subjects named features in a fixed order. On the basis of the results of this analysis another experiment was carried out, in which the subjects were asked to match two objects in each item which were comparable on one denotational feature. The order in which the features had to be named was manipulated. An analysis indicated that the Turkish subjects did not match the objects according to their specific denotational features and that these subjects showed the same order in naming the features while describing the objects as with the UTANT. This structural tendency seems to point to the fact that during pre-school interaction the conceptual development of Turkish children is organized in another way than that of the Dutch children. If this should be the case - which has to be confirmed by further research - this might influence the acquisition of vocabulary in the second language.
Geschiedenis Van Leerstofselectie Voor Het Vreemde-Talenonderwijs
Authors: Menting J.P.
Published: March 2014

A short history is sketched of the selection of vocabulary in foreign language teaching. The author briefly touches on the position and function of Latin in classical times and the changes thereof in the Renaissance.
Gradually, from the end of the Middle Ages French took over as an international language. So French had to be taught. And vocabulary to be selected. Frequency of occurrence as a principle of selection was not consciously applied, however, before the 20th century. The remainder of the article deals with the history of the frequency lists in this century and explains the methods used, the difficulties, the advancement since computers assist the selector, and the appli-cations to foreign language teaching. The author concludes with a short discussion of why selection is still a problem and according to him still necessary.
Problemen Bij Woordselectie
Authors: Sciarone A.G.
Published: March 2014

Problems with vocabulary selection.
Comparative research into the criteria which are used in selecting a vocabulary for foreign language teaching has showed that the criterion of frequency yields the best selection.
The criticisms of Frequency-lists (such as: F-lists yield too few words; F-lists don't contain nouns; F-lists contain words which don't seem to be very useful) appear to be based upon an incomplete understanding of the structure of a F-list, which is, in fact, considered as an unclassified alphabetical list. This holds also for the pilot research projects on vocabulary selection initiated by the CMLVT.
In order to determine the most "useful" words, the F-list has to fulfill certain conditions:
1) The corpus on which the F-list is based, must be representative of the kind of language one wants to teach.
Most lists in use in teaching, among which the 'Français Fondamental, do not fulfill this condition.
2) The frequencies must be sufficiently reliable.
The lower the frequency, the more accidental the composition of the list will be, and consequently, the more accidental the order of words with that frequency. Most lists, including the Français Fondamental do not fulfill this condition.
3) The F-list must contain enough words.
This condition is all but neglected in the literature. The selection made from a F-list for teaching purposes is rather arbitrary. The FF selects a little more than 800 words from a F-list of about 8000, whereas Juilland selects 5000 words from a list of approximately 15.000. If the list contains too few words which fulfill the conditions 1 and 2, the result will be a lack of useful words.
The criticisms of the criterion of frequency are unjustified. The criti-cism should concern the irresponsible dealing with the criterion of frequency, which yields unsatisfactory results.
De Behoeften aan Moderne Vreemde Talen en Differentiatie in Doelstellingen Voor Vreemde-Talenonderwijs
Authors: Oud-de Glas Maria
Published: March 2014

At the Institute for Applied Sociology of the University of Nijmegen, an investigation into foreign language needs of several groups in Dutch society has been carried out in 1975 through 1977. Questionnaires were submitted to these different groups, e.g. to former pupils of secondary schools. The questionnaire consisted mainly of a list of 24 descriptions of situations in which foreign languages are used. In these descriptions the significant features of language situations are systematically varied. For each situa-tion we asked if and how frequently it occurs and if the knowledge of the languages learnt is sufficient for this kind of situation.
The results of the investigation show large differences in language needs (defined as actual use of the foreign language and shortcomings in the knowledge of that language in certain situations) both between the former pupils of the different types of secondary schools as well as between the languages most commonly taught in Dutch schools, French, German and English. More specifically it was found that the actual use of foreign languages occurs more frequently among former pupils of certain vocational schools (especially technical schools) than among former pupils of general secondary schools. French appears to be used less frequently than German and English. English is used by a somewhat larger group than German, but this does not hold for all groups. Former pupils of technical schools use German as much as English.
The resulting data can be used to choose objectives for foreign language teaching. There is however no simple and direct way from language needs to objectives. In choosing objectives on the basis of findings on language needs, one will have to decide which measure of language needs is taken into account and how this measure (or these measures) is (are) used. If we decide for example to take the size of the group that has actually used a foreign language in one of the situations as a criterion for the choice of that situation as a part of the objectives of language teaching, we will then have to decide where we draw the line between situations that are and situations that are not important enough to be chosen. In other words, we have to decide how large the group of language users must be. It is evident that there is no shorter way from language needs to objectives than a carefully argued choice of measures and of the use of these measures.
Het Drempelnivomodel als Afspiegeling van Taalgebruik.
Authors: Nas G.L.J.
Published: March 2014

The Threshold Level model: a mirror of language use.
This paper investigates the speaking and listening potential of a foreign language user of the proposed Threshold Level. Van Ek 1975 serves as the main source of information for this study.
In order to carry out this investigation the following procedure vas adopted:
1. for each topic listed in chapter 8 of van Ek 1975 it was determined what course a conversation on that topic was likely to take.
2. subsequently van Ek 1975 was consulted to find out if the words and structures needed for these imaginary conversations would be available to a Threshold Level speaker. If a word could not be found in the lists of words it was paraphrased and the words needed for that paraphrase also looked up in van Ek 1975.
3. for the remaining words listed under each topic in van Ek 1975 it was determined what possible use a Threshold Level speaker could make of them in a conversation on that topic.
Some examples of results of this procedure are given. These examples show that Threshold Level speakers will be able to begin a conversation on a topic but will not be capable of carrying on such a conversation. From this it is concluded that there is a clash between one of the main objectives of the Threshold Level ( the objective of Threshold Level speakers being able to carry on a conversation in the foreign language) and the linguistic means provided for it.
Some other examples are given to show that in developing the model no effective account has been taken of the situations in which a Threshold Level language user will have to figure as a listener.
The rest of the examples quoted from van Ek 1975 serve to show that a Threshold Level speaker will probably be able to:
1. speak in clichés when engaged in activities connected with tourism or 'going out' (buying tickets, making hotel reservations, asking the way etc.).
2. give some factual information about himself (age, family, job, home etc.).
Nationale onderwijsleerplannen, met name voor de moderne vreemde talen
Authors: Giesbers J.H.G.I.
Published: March 2014

This paper consist of four parts.
1. National teaching -learning curricula.
Concepts such as teaching -learning curriculum, planning-document (e.g. "schoolworkplan") and its functions are elaborated. Reasons are„given for the absence of a systematic and integral approach to the development of national teaching - learning curricula.
2. National teaching - learning curricula between the poles of centralization and decentralization.
Centralizing and decentralizing tendencies should be considered complementary rather than polar. An antithetic either - or approach is rejected and prplaced by an.antinomic and-and view. This paper advocates a close and well-balanced cooperation between the national level (the creation of a national framework) and the local level (the concrete operationalization of that framework).
3. Consequences for teachers.
This part discusses three functions of curricula, the connections between curriculum - knowledge - power, the role of teachers in the cooperative relationships mentioned under 2. In this context the inservice education and training of teachers should have a high priority.
4. Aanzet voor de ontwikkeling van een onderwijsleerplan moderne vreemde talen.
This memorandum by van Ek en Groot is summarized and commented upon.
Relatie Tussen Doelstellingen-formulering en Didaktische Werkvormen.
Authors: Welsing W.P.B.M.
Published: March 2014

In the introduction the author makes three points he considers import-ant, although they have no direct bearing on the main topic.
1. Much of the criticism on The Threshold Level in the Netherlands unfortunately focuses on the choice of functions and the list of structures and vocabulary. The New direction The Threshold Level suggests is not always fully appreciated.
2. Teachers that know how to motivate their pupils, get results what-ever techniques they use.
3. All those who are actively engaged in the definition of objectives should at all times be aware of the consequences for the teachers who will have to implement them.
If we accept functional notional objectives that take the needs of the individual learner into account, we shall have to realize that it will be impossible to give exact definitions of any level. The word "approach" is therefore very adequate.
Functional objectives show the way to go and give therefore more support to the teachers in the planning of their lessons.
The approach will also stimulate motivation. For testers, however, the functional approach will cause more problems.
Functional objectives are defined in terms of behaviour. This also determines the nature of the teaching techniques to be applied.
Skating can only be learned by practice!
Theoretical information about the language may help the learner, but only in so far as it is relevant for the learning process. The same is true for the way in which this information is given.
Teaching material used to be graded carefully with the structional approach. With the functional approach the ordering will have to be done on a different basis.
New techniques will have to be developed.
The author concludes by giving examples and showing that in F.L.T., whatever the nature of the objectives, the teaching techniques should always be communicative.
Enkele gedachten over cnderzoek met betrekking tot leerplanontwikkeling voor het onderwijs in moderne vreemde talen.
Authors: Ickenroth J.P.G.
Published: March 2014

Dans cette contribution, l'auteur traite 2 questions fondamentales concernant le développement des objectifs successifs de l'enseignement d'une langue étrangère dans le cadre de l'éducation générale et de la formation culturelle.
1. Il est exptiqué pourquoi la démarche qui consiste à définir un objectif terminal assurant une certaine autonomie des élèves et à e déduire ensuite des objectifs intermédiaires par voie d'éliminatio est plus logique que la méthode qui essaie de construire des mini-objectifs successifs en commençant par des "niveaux-seuil".
2. Le deuxième problème concerne l'attribution de priorité à l'une des aptitudes ("skills") qu'on a l'habitude de distinguer: la compréhen sion orale (sic), la compréhension écrite, la production orale et 1 production écrite.
L'auteur essaie de démontrer qu'il faut donner la priorité aux aptitudes réceptives et, parmi celles-ci, à la compréhension écrite
Comprehensie van Vreemdtalige Input
Authors: Issidorides Diana C.
Published: March 2014

Within a psycholinguistic approach to second language learning, an attempt is made to investigate the question of how morphology, syntax (word order phenomena), semantics and pragmatics affect the comprehension of Dutch sentences for normative learners of that language. When talking to nonnative language-learners, native spea-kers often tend to dehberately modify their speech -'simplify' it - in an attempt to make the target language more comprehensible. Omitting semantically redundant function words and copulas, or deliberate-ly modifying the word order in a sentence, are but a few characteris-tics of sucn 'simplifications'. In trying to determine whether, and what kinds of, linguistic simplifications promote comprehension, an important theoretical issue arises, namely, the relationship between linguistic (structural) and cognitive (ease of information processing) simplification. That one form of simplification is by no means a guarantee for the other form is an important assumption that forms the backbone to our approach.
The results from research on morphological simplifications (omission of redundant function words in utterances) in two parallel experiments - an artificial and a natural language one (Dutch) - are discus-sed. They suggest that the presence of semantically redundant functi-on words is not experienced as bothersome "noise" in the successful inference of the meaning of unfamiliar utterances, as long as supra-segmental cues are present. The suprasegmental structure provides the listener/learner with cues for locating the potentially meaningful elements of such utterances.
Research on syntactic simplifications is also discussed. Its aim was to examine the role and effect of syntactic and semantic cues on sen-tence interpretation. Two important questions were: (a) What are the processing strategies and cues responsible for the interpretation of Dutch sentences by native speakers, and how do they compare to those employed by nonnative speakers? (b) Are the processing stra-tegies and cues that are responsible and decisive for first language comprehension also those employed in second language comprehension? The performance of Dutch control subjects on a Dutch sentence interpretation task is presented, and hypotheses are put forward as to the locus and cause of eventual performance differences in a nonnative subject population (English learners of Dutch). Some relevant theoretical implications of our findings are also mentioned.
De Rol van het Deelverzamelingsprincipe in de Tweede-Taalverwerving.
Authors: van Buren Paul , Sharwood Smith Michael
Published: March 2014

The subset principle, recently formulated by Wexler and Manzini as a theorem in L1 acquisition, can be roughly described as a learning function linking a set of input data to a grammar G which generates the "smallest language" compatible with such a set. This property of G guarantees that the acquisition process can only take place on the basis of positive evidence; negative evidence thus does not have to play a role. This article discusses the question whether the subset principle also plays a role in the process of second language acquisition. Contrary to what is suggested in the literature it has to be concluded that as an L2 acquisition strategy the subset principle is either redundant or incoherent. The reasoning on which this conclusion is based involves certain implications for the research concerning the problem of overgeneralisation in L2 acquisition.
Spontane Taaldata en het Meten van Lexicale RIJKDOM I Tweede-taalverwerving
Authors: van Hout Roeland , Vermeer Anne
Published: March 2014

Increasing use of spontaneous speech data in second language re-search made it necessary to use other measures than tests for getting insight into the lexical richness of (spoken) text corpora of second language learners. In this article several lexical measures (types, TTR(c), Guiraud, logTTR, Uber, theoretical vocabulary) are examined and discussed. On the basis of several studies that the TTR is the worst measure possible, but the better measures (types, Guiraud, theoretical vocabulary) are problematic too. Next, the characteristics of the lexical measures are examined by means of a few simple computer simulations with hypothetical lexica. The outcome is mat neither the reliability, nor the validity of the different measures are satisfactory, especially with respect to the TTR.
De Verwerving van Temporele Referentie in het Turks Door Kinderen in de Leeftijd van 4 Tot 7 Jaar
Authors: Boeschoten Hendrik
Published: March 2014

The diversity of finite tense/aspect/modality markers in Turkish means, firstly, that the functional load for each of them is more restricted than in western European languages, and secondly that for certain discourse types specific forms are usually selected. Thus these forms may constitute rather transparant morphological indicators for the semantics of separate utterances. A case in point are descriptions of scenes (such as picture descriptions) which are based on a simple binary tense/aspect-opposition (pres.tense +Iyor for action): (perfect +mIş for states). Stones about happenings in the past on the other hand tend to centre around the opposition (neutral +DI):(imperfective [durative +Iyordu]: [iterative +()rdI]).
In the paper the patterns of acquisition of these oppositions in the speech of children growing up in the Netherlands is analyzed on the basis of picture descriptions and interviews.
In the picture descriptions it was found that the 4-year-old kinder-garteners frequently used +DI where one would expect + mIs in adult language. This form has almost completely disappeared in the descrip-tions by the 5-year-old children. Frequent marking with +DI reappears in the descriptions by the 7-year-olds; with them, however, the use of the +DI-forms are not a sign for the lack of differentiation from +mIs but rather reflect the fact that the pictures offered for descrip-tion were sequences: by this age the children are aware that the pictures in fact are not merely separate scenes so that they connect them with +DI-forms, mostly together with the conjunction (ondan) sonra "and then". The same acquisitional pattern is reflected in the data from two control groups of children growing up in Turkey. This is interpreted as resulting from the lack of morpho-syntactic difficulties involved: the acquisitional pattern quite directly reflects the development of cognitive skills.
Woordvormingsprocédé's Bij Verwijzing Naar Objecten in Tweede-Taalverwervingsprocessen van Volwassenen
Authors: Broeder Peter , Extra Guus
Published: March 2014

The following questions are taken into account:
. what types of word formation principles are used by language learners?
. what lexemes are combined in nominal compounds (N+N) and nomi-nal circumscriptions (N+prep+N)?
. what semantic relations are expressed in nominal compounds?
. what binding principles are taken into account?
. what suffixes are used in derivational processes?
. what semantic roles do these suffixes refer to?
Data analysis is based on the use of L2 Dutch by 2 Turkish and 2 Moroccan adult informants in 2 types of activities (film commenting and conversation), at 3 different moments in the course of language learning (Ntotal=4 informants χ 2 activities χ 3 moments = 24 transcribed texts).
In accordance with findings on first language acquisition processes, compounds not only precede derivations, but at the same time they compensate for standard derivations, thus resulting in lexical innova-tions. All informants make a creative and innovative use of a variety of compounding principles. In addition, opposite principles in Arabic and Turkish seem to lead to different preferences of our learners:
. the Turkish informants make more use of different types of nominal compounds than do the Moroccan informants;
. only the Turkish informants make more use of left oriented com-pounds, based on a combination of more than two lexemes;
. only the Moroccan informants make use of circumscriptions.
Finally, the following preferences of our learners are in accordance with standard language preferences: nominal compounds, in comparison with other types of compounding;
. specifier head compounds, in comparison with other nominal com-pounds;
. goal relations in specifier head compounds, in comparison with other types of semantic relations;
. zero marking as a binding principle within specifier head com-pounds, in comparison with other binding principles.
Surinaamse Kinderen en hun Beheersing van Sarnami en Sranan
Authors: de Haan Dorian
Published: March 2014

Research into proficiency in the Surinamese languages by Surinamese children in the Netherlands has to contend with a twofold problem with regard to the question of the norm. There are no clear norms for the Surinamese languages. In addition, there is the general problem of norms for the investigation of primary language loss. To characterize the proficiency of children in Sarnami and Sranan, the languages of the Surinamese Hindustani and Creole communities, the method of working with several judges appears to be fraught with problems. This article reports on the results of an estimation and error analysis with one judge for each language, supplemented with some quantitative language measures.
The investigation involved 16 Hindustani and 12 Creole children from primary school classes containing a rather high proportion of children from their own ethnic groups in the Hague ana Amsterdam respectively. The children had to recall a taped story in Sarnami or Sranan, give a summary of a Dutch geography text and relate some experience of their own in a conversation with a Hindustani or Creole researcher. The speech was transcribed and presented in written form to the judges.
The mean scores for errors turned out to be remarkably low: there were almost no errors in word order, while morphological and lexical errors remained under 5% and transfer of morphology from Dutch was negligible. Depending on the nature of the task, the judges' estimate of the use of Dutch words instead of Surinamese words (in mixed sentences) varied from 3-10%. The summary yielded most of these. The total number of Dutch words in the geography text was a third. The judges' estimate is in line with the result that judges in general are more tolerant in accepting Dutch words concerning education as being part of the Surinamese lexica. The children produce more complete Dutch sentences in the conversation task, probably because this task approximates to spontaneous language most, while recall and summary tasks stimulate monitoring. In general, the use of Dutch words does not affect the basic grammatical structures of the Suri-namese languages. With regard to social variables, proficiency appears to be linked to the home language for the Hindustani children, and to contact with other children of their own ethnic group for the Creole children. Length of residence in the Netherlands appears not to be important for Hindustani children, while a longer stay appears to result in a lesser degree of proficiency for Creole children. The Eroportion of girls and boys was equal for the Hindustani children, oys appear to be slightly more proficient in Sarnami.
Bootstraps, Een Nieuw Statistisch Alternatief
Authors: Schils E.D.J.
Published: March 2014

The bootstrap is a Monte Carlo method for the approximation of the sampling error of a statistic. The bootstrap method estimates this standard error on the basis of the repeated calculation of the statistic at hand in each of a great number of so-called bootstrap samples, i.e. samples with replacement from a probability distribution which exactly mirrors the empirical relative frequency distribution. The method is useful when there is no analytical sampling theory available for the statistic at hand, or when violation of underlying assumptions precludes the application of an available sampling theory.
This paper uses an analytically well-known problem as the context for the presentation of the method, viz. the sampling distribution of the arithmetic mean. The method is then applied to an investigation of language loss using an unfamiliar research design.
Le Modele De Rasch
Authors: de Jong John H.A.L.
Published: March 2014

This paper provides an elementary introduction to the one parameter psychometric model known as the Rasch model. It explains the basic principles underlying the model and the concepts of unidimensionality, local stochastic independence, and additivity in non-mathematical terms. The requirements of measurement procedures, the measurement of latent traits, the control on model fit, and the definition of a trait are discussed. It is argued that the Rasch model is particularly appropriate to understand the mutual dependence of test reliability and validity. Examples from foreign language listening comprehension tests are used to illustrate the application of the model to a test validation procedure.
De Constructie Van Spreektaken In Grootschalig Peilingsonderzoek
Authors: Rijlaarsdam Gert
Published: March 2014

In this article a survey is given of the domain of oracy skills that will be the subject of a periodical repeated nationwide assessment study.
The domain for the assessment of eleven-year-old pupils is restricted by two principles.
a. The assessment includes communicative behaviour in testing situations which approach every day situations (school as well as non-school) that pupils of that age might find themselves in.
b. The description of the skills will be given in so-called 'curricular significant units', units that are recognized by teachers as teachable units.
The internal structure of the domain is dominated by two dimensions: the dimension of language functions and the dimension of skills. The dimension of language functions is restricted to transactional language. Distinctions are made between informative (reporting and expository) and conative (regulative and argumentative) subfunctions. These four subfunctions are used as classification units for speech acts. The speech functions and acts are the gists of language situations, generated and formulated by assessors and relevant respondents from various fields. In the dimension of oracy skills, five skills are distinguished:
a. to select the information from the available information in the tasks and context;
b. to arrange the information in an audible manner;
c. to interact with listeners or other participants on the level of content (providing a context for instance) and relationship (termtaking);
d. to formulate correctly and fluently;
e. to use channel specific features approppriately: volume, tempo, pronunciation, etc.
When these two dimensions are crossed, the matrix of curricular significant units is created. For each of the four language functions from three up to six tasks are constructed. Rating will be done via analytical schemes for each skill and by wholistic judgement by trained raters.
Het Gebruik Van Gestructureerde En Correctieopdrachten In Peilingsonderzoek Naar Schrijfvaardigheid
Authors: Schoonen Rob
Published: March 2014

The assessment of writing ability is problematic, insofar as it concerns reliable, valid and practical measurement. In this article the possibilities of reducing error in both the writer's production and the judge's scoring are discussed. Special attention is paid to the reduction of the writing process (as described by Hayes and Flower) by structuring the assignment. Reducing the writing process by eliminating subprocesses from the assignment results in a reduction of the number of possible sources of error in the writer's production. However, the validity of the structured writing assignments might be questioned.
An example of a structured assignment and a revision task are given, and some preliminary results are discussed.
Tweede-Taalonderwijs Op Maat
Authors: van den Bosch Liza
Published: March 2014

The Institute for Educational Measurement (Cito) and Tilburg University have developed an instructional device for second language teaching to adults. It consists of:
- a diagnostic language test
- a set of teaching materials
The diagnostic language test is based on a psycholinguistic model for language proficiency in which several linguistic levels are distinguished (Levelt & Kempen, 1976): phonological level, lexical level, morphological level, syntactic level and text level. The diagnostic language test consists of eleven subtests with which lexical, morphological, syntactic and textual skills can be examined. If test results show lack of proficiency, the additional set of teaching materials can be used in various ways to set up educational activities.
Kwaliteit En Efficientie Van Multiple-Choice Cloze-Toetsing
Authors: Jochems W. , Montens F.
Published: March 2014

This article presents and discusses a number of empirical findings concerning the psychometric quality of multiple-choice cloze tests as tests of general language proficiency, with emphasis on their validity and efficiency.
The Dutch proficiency of various groups of foreign speakers was measured both by a series of separate proficiency tests in listening, speaking, reading and writing and by a series of multiple-choice cloze tests. Scores on multiple-choice cloze tests were found to correlate significantly with those on each of the proficiency tests. In addition, scores on multiple-choice cloze tests appeared to form a solid basis for predicting the total scores for listening, speaking, reading and writing taken together. Further, a clear relation was found to exist between levels of language proficiency and subjects' scores on multiple-choice cloze tests. Our conclusion is that the multiple-choice cloze tests under investigation have proved to be high-quality instruments for measuring proficiency in Dutch as a second language.
Compared to a four-skills test, a multiple-choice cloze test is a very efficient instrument. Administering and processing take only little time. Besides, they can be administered to very large groups of subjects. Because of its quality and efficiency, multiple-choice cloze testing should be preferred to four-skills testing.
Eurocert
Authors: van Weeren Jan
Published: March 2014

The EUROCERT English Proficiency Certification Program is jomtly developed and sponsored by the Educational Testing Service (ETS) and the Dutch Institute for Educational Measurement (Cito), and will be administered throughout Europe by Cito. It measures English proficiency - specifically listening, reading, writing and speaking, and utilizes the Test of English as a Foreign Language (TOEFL), the Test of Written English (TWE) and the Test of Spoken English (TSE). There are two levels of certification: Certified and Certified with Honors.
EUROCERT measures proficiency at an advanced level. The different components of EUROCERT, i.e. the three-part TOEFL, the compound TSE and the essay-type TWE are discussed. Evaluation of language proficiency seems to be possible firstly by observing authentic language behaviour and secondly by an examination of the tacit knowledge that underlies language behaviour. It is not possible to make a choice between the two approaches on mere theoretical grounds. Generally, it is recommended to incorporate different techniques of measurement in a test in order to avoid method effects. The EUROCERT battery tries to meet this requirement.
Taalkundige En Didactische Aspecten Bij De OntwikKeling Van Op Teksten Gebaseerde Courseware Voor Vreemde-Talenonderwijs
Authors: Berry-Rogghe G.L.
Published: March 2014

At the Humanities Faculty of the Free University of Amsterdam intensive efforts are being made to integrate computer-assisted learning in the curriculum of modern language teaching. The courseware is written in VULCO, an authoring language developed in-house and specifically designed for non-scientific applications.
The paper describes a design concept for vocabulary acquisition courseware. The concept is characterized as 'modular', 'integrated' and 'learner-controlled'. The course-ware consists of a number of independent modules such as texts, a lexical knowledge base and various types of exercises. The design is 'integrated' in the sense that vocabulary learning proceeds from an authentic text in which new items are marked; at any point in the learning process this text together with the associated lexical database can be accessed. Exercises are related to this text. The didactic rationale for this approach is to provide constant confrontation with original reading material. The courseware is 'learner-controlled' in the sense that the learner is not compelled to adhere to a prescribed learning path - although this may be imposed by the teacher if so desired.
The paper also briefly reviews an experimental study with the system for students of Dutch as foreign language.
Doelmatigheidscriteria In Computerondersteund Talenonderwijs
Authors: Decoo W. , Colpaert J. , Uyttersprot W. , van Elsen E.
Published: March 2014

Educational software for language learning is an emerging field with scientific experience since the early sixties. Its full potential will have to be reached dynamically by continuing research and by a better production. It is difficult to say how the most efficient language software will look ten or twenty years from now. A number of general criteria can already be indicated.
Richness of content: high programming techniques and the optimal use of condensing procedures for stocking make it possible to include maximal contents within one software package. One disk should contain hundreds if not thousands of working hours for the user. That means that the production time shifts more to the making of content than to the programming.
External versatility: by placing the content into databases it becomes possible to build a situation-independent program which allows to generate, within one package, a high number of specific lessons. This way the independence of the user is guaranteed.
Didactic ergonomy concerns itself with many aspects. As to content, educational software should match any initial situation, be ready for use, contain a build-up planning for years, allow speedy overviewing, respect freedom of use, and limit error analysis. The programming ergonomy deals with screen presentation, the use of colours, the reaction speed and the user options given.
Vrue Taalprodukties En De Computer
Authors: Zuidema Johan , Kanselaar Gellof , Wichmann H. , Giezeman M. , Koster L. , van der Veen J.
Published: March 2014

In second language teaching a great deal of attention is paid to the learning of communicative skills. The computer program PRESTIGE (Productive and Receptive English, a Smart Tutor and Intelligent Generator of Exercises) subscribes to the views currently held in communicative language teaching. Among these are learning the meaning of a word through deduction of the word's meaning from contexts, and emphasizing the use of productive language. The computer program PRESTIGE, written in PROLOG, consists of several parts:
A parser, which checks if syntax, spelling and inflection of pupils' input sentences, words, and verbs are correct. The parser is the heart of the program, and is capable of analysing most English sentence structures which are used in the first years of secondary education.
A database of descriptions of words and context sentences in everyday English (taken from Collins COBUBLD English Language Dictionary). Both databases can be consulted by the pupil at any moment and thus constitute an extensive help facility.
A database of texts. These texts are taken from a method called "Notting Hill Gate" (Malmberg).
A generator of exercises. The program is able to generate exercises for both receptive and productive language use.
Receptive: a story fragment is selected from the database. For every word, pupils can ask for a description (in English) or for a context sentence in which the word is used.
Productive: several different exercises can be generated. They vary from cloze texts: the parser leaves out words that belong to a certain grammatical class (adjectives, prepostions, etc.), to free language productions: writing a composition. Furthermore, exercises can be generated in which interrogative or negative sentences have to be made. When the pupil is writing a composition, the parser checks whether the sentences are grammatically correct. Here as well, all help options from the databases are available.
Pupil registration. For every pupil the program keeps track of the words that (s)he has studied, what kind of help (s)he has asked for, and what the results of the exercises are.
The advantage of PRESTIGE over existing courseware for second language teaching is the open structure of the program, which makes free input of language possible. In the article the possibilities of the parser are shown and illustrated by examples. The article concludes with a discussion of the uses of PRESTIGE as an intelligent generator of exercises, and some plans for further research.
Sprekende Computers
Authors: Quené Hugo
Published: March 2014

Text-to-speech systems generally consist of two components. The first one converts the input text to an abstract, linguistically relevant, representation. Usually, this is a phoneme representation of the input text, with markers for (word, morpheme, syllable) boundaries, word stress, and sentence accent. The second component converts this transcription into a physical speech sound. Two aspects of natural speech are most important to be imitated in this latter step: (a) natural prosody (speech rate, segment duration, pitch, etc.), and (b) representation of phonetic adjustement between phonemes. The resulting synthetic speech is mainly used in special-purpose applications, although a wider use is foreseen for the future.
Computerondersteuning Bij Voorspellend Lezen
Authors: Schouten-van Parreren Carolien , de Hondt Heleen , van der Neut Irma , de Haan Hans , Beishuizen Jos
Published: March 2014

In Model Schools Project West-Netherlands the Free University of Amsterdam (Department of Cognitive Psychology) and the State University of Utrecht (Researchgroup on Mathematics Education and Educational Computer Centre) study the way the computer can be used as an aid in secondary education. In the model school (Cals College Nieuwegein) five departments (Dutch Language, Mathematics, Foreign Languages, Geography, Home Economics) are developing and trying series of experimental lessons in which the computer is used as an aid to students and teachers. Existing (educational) software is elaborated with worksheets and teacher guidelines, aimed at an optimal integration of the software into the curriculum. During the schoolyear 1987/1988 the English Language teacher, supported by researcher and subject matter experts, has given a series of lessons on "reading and prediction", viz. the use of function words in a text. In four lessons the students worked on (a) choosing an appropriate consecutive phrase given a main phrase with function word (supported by the program "Sequitur"), (b) identifying the meaning of function words in a text (without computer), (c) learning the meaning of the major function words (supported by a Dutch program "Word Meanings"), and (d) completing sentence with a function word (supported by the Dutch program "Doka"). The experimental lessons indicated the contributions to be expected of the programs used and also the shortcomings to be remedied in future releases.
Woordverwerving in Een Vreemde Taal
Authors: Groot P.J.M.
Published: March 2014

In communicative foreign Language teaching there is more emphasis on vocabulary than in traditional structural approaches where it takes second place to grammar. Two important questions concerning the vocabulary are: what words to present and how to present them? The first question can be answered on the basis of a (socio)linguistic analysis of the communicative needs of the target group. The answer to the second question must be derived from psycholinguistic and semantic theories about how words are learned and stored in the mental lexicon.
This paper deals with one aspect of the first question (viz. how many words?) and discusses some possible applications of psychological theories about word learning and word storage.
As to the first question it is argued for the intermediate levels that to (partially) avoid word selection problems (what and how many?) the syllabus should include twice as many words (say 6.000) as are traditionally presented. If students master 50% of this list, they should be able to handle semi-authentic reading and listening material by contextually guessing the unknown words since most of the texts (about 95%) will be covered by the words they know.
As to the second question (how to present words) it is argued that for intentional word learning, a contextualised presentation is preferable since it provides the student with more possiblities to embed the word in the interrelated networks of various kinds that constitute our memory.
A distinction should be made however between "easy" and "difficult" words, easy implying a direct syntactic and semantic equivalence between the LI and L2 (i.e. same concept, different label) and difficult referring to cases where there is no such similarity (i.e. concept and label different). Some emperical evidence is discussed that leads to the conclusion that it is more efficient (taking time and output into consideration) to present difficult words only in context and easy words without context. Finally an experimental technique is discussed (called graded contextual desambiguation) that tries to grade the mental operations necessary for working out the meaning of an unknown word.
Woordverwerving Door Eentalige en Tweetalige Kinderen bu Engels in Het Basisonderwijs
Authors: Meijers Guust
Published: March 2014

Since 1985 English has been an obligatory subject in the last two classes of Dutch primary schools. This fact provided an inducement to carry out an investigation to examine if balanced bilingual Turkish and Moroccan children would react differently from Dutch monolingual children to these English classes. Surprisingly research into third language learning appears to be very rare and seems to indicate on the one hand that bilingualism is not always an advantage. On the other hand research on cognitive and metalinguistic abilities of bilingual children suggests that bilinguals may benefit from having this specific learning experience. This research therefore aimed at testing the hypothesis that bilinguals would learn a third language in a different and more efficient way than monolinguals with the same IQ-level and socio-economic status.
In this article a word production and a word comprehension test are discussed, which were administered to the subjects' groups after two years of learning English. The selection of subjects, a lexical analysis of textbooks and the test construction are described. The results of the two tests do not show any differences between mono- and bilinguals, which means that, with regard to vocabulary acquisition, bilingualism does not have a positive influence on learning a new language. The results of other tests (grammatical judgements, spontaneous production and word recognition) will show if this finding can be generalized to other skills.