bluuebunny/crossref_metadata_2025 huggingface dataset:
The marking of past time in Kalaallisut, the Greenlandic language
Authors: Trondhjem Naja Frederikke
Published: March 2014

This paper is based on my Ph.D. thesis (Trondhjem 2007). It shows that unlike in traditional European descriptions of tense, where tense is conveyed by inflection, past tense is mainly marked by optional derivational affixes in West Greenlandic (WG). In this language, time is marked in three different ways, first by choice of a subordinate mood to indicate simultaneous or sequential situations, secondly by aspectual affixes, and thirdly by tense affixes. The meanings of the past time markers Lsima, Lnikuu, and Lreer have developed from aspectual meanings to include tense and modal meanings as well. A number of regularities in the expression of past time in WG are presented.
Vocabulaire en Computer.
Authors: Boot M.
Published: March 2014

In computational linguistics three classes of models have been developed for the automated treatment of texts in natural language. One class is best characterized as a set model. Language is defined as a set of words. On these words normal arithmetic computations are performed. The set model has led to frequency counts. Frequency counts of natural language material have proved to be of little importance to language analysis and the study of language learning.
The second class of models is best characterized as formal linguistic models. Here language is defined as not merely a set of words but more as a set of sentences. On these sets of sentences more than purely arithmetic operations can be performed. Important notions in these models are transformations, recursivity or even grammars. This class of models has led to the adaptation of context free grammars to natural language. The weak point in this class of models is the inappropriateness of formal grammars to human language.
The third class of models can be defined as artificial intelligence models. Here the computer is used to simulate human verbal behavior. Language processes are defined as processes of understanding language. Linguistic knowledge is not defined outside the vocabulary or outside these processes. This class of models has led to the application of Minsky's frame theory to natural language processing. The lexicon here is defined as a procedural fact device in the language processor itself. This class of models is most promising for the study of language learning and the role of vocabulary in this language learning process.
De Betekenis Van Recente Theorieen Van Het Leesproces Voor Voorbereidend en Aanvankelijk Leesonderwijs
Authors: Mommers Martin J.C.
Published: March 2014

In order to understand how children learn to read, it is useful to consider reading as a language process. Each word has its own characte-ristics. Words are fundamental constituents of the linguistic system. They are conceptualized as abstract units having several different identities: Orthographic, phonological, morphological, syntactic and semantic. One of the most important tasks facing the beginning reader is to amalgamate these different identities.
During the last decades various models of reading have been developed: top-down, bottom-up and interactive models. Interactive models provide the best account of the existing data on the use of orthographic structure and sentence context.
In the Netherlands the teaching of initial reading has been influenced by different theories of reading. The new edition (1980) of the reading curriculum which is most widely disseminated (in the Netherlands), "de structuurmethode", largely corresponds to an interactive model of the reading process.
Turkse en Nederlandse Leesvaardigheid van Twee Groepen Turkse Leerlingen in het Voortgezet Onderwijs.
Authors: Hacquebord Hilde
Published: March 2014

Pupils of foreign origin need proficiency in both oral and literate skills to succeed in the Dutch secondary school system. In this article the development of literate skills in L-1 and L-2 is examined.
The way in which a second language is learned is influenced by the level and type of mother tongue competence. In the case of older learners a higher proficiency in L-1 can facilitate the L-2-acquisition process. Especially language skills based upon cognitive development are expected to be transferred from L-1 to L-2 (Cummins, 1979,1980), which is the reason why reading was chosen as the object of this study.
The study compares two groups of Turkish secondary school pupils, one group consisting of pupils who learned Dutch at a relatively early age, the other of pupils who had just arrived in the Nether-lands. The latter are expected to have a higher competence in Turkish than the former when starting to learn Dutch. For both groups a positive relation has been found between Turkish and Dutch for technical reading and reading comprehension.
The findings suggest not only a positive transfer from L-1 to L-2 but also from L-2 to L-1 in the case of the group of pupils who had hardly been taught in L-1 and arrived in The Netherlands at an earlier age. Positive transfer seems to occur especially in reading comprehension provided that there is a certain level of competence in both languages.
T2-Aanbod Tijdens de Eerste Fase Van T2-Verwerving Door Turkse Kinderen
Authors: van Helvert Korrie
Published: March 2014

The author reports some data of the research project she is conducting at the Institute of Applied Linguistics, University of Nijmegen (on the acquisition of Dutch by Turkish children in verbal interaction with native peers). The study may be characterized as a longitudinal multiple case-study of the very first stages of second language acquisition. The data were collected within a naturalistic communication situation between five pairs of playmates, each consisting of one Dutch child and one Turkish child.
Besides giving a short description of the research project itself, the author describes:
- the language used at school, especially the L2-input the Turkish children received in the classroom. The data were collected during unstructured classroom observations.
- the language used at home and in the street, especially the L2-input the children received at home and while playing in the street. The data were collected from the parents by means of a questionnaire. The author visited the parents accompanied by the Turkish teacher who explained the questionnaire to them.
- the use or rather the non-use of Turkish during child-child interactions. Only one child used Turkish spontaneously during the first weeks. The other four children that were studied did not. Later Turkish was only used during the 'translation games' most children played spontaneously together on several occasions.
Normen in Schriftelijk Taalgebruik
Authors: Van de Craen Piet , Vertommen Chantal
Published: March 2014

In this paper, part of the preliminary results of a spelling survey project are presented along with some general theoretical consider-ations about writing.
In the first part it is argued, that until recently, spelling research had either psycholinguistic or educational aims. There is now a growing awareness of the importance of trying to incorporate various factors, originating on the one hand from psycho- and sociolinguistic research, and on the other hand from educational psychology. As a result the acquisition and development of writing skills is now looked upon from a broader angle. However, school teachers are reluctant to adopt these insights, first, because this means a radical attitude change toward the traditional idea of "writing correctly", and second, because up to now, little didactic support is offered in this respect.
In the second part, part of the examination results of 664 compositions from 183 pupils from two schools, one in Louvain and one in Antwerp, are discussed. We did not just look at spelling failures but also at lexicological, morphological and syntactic shortcomings. Moreover we looked at the teacher and the didactic methods. The general results are discussed, as well as certain details such as the dropping of the final -n, letter changes and verb ending in the simple present. Apart from differences between the schools, there are a number of differences compared to previous Dutch research as well.
In the final part some theoretical aspects of "invented spelling" are discussed. It is argued that current didactics should devote more time to stimulating writing procedures than to inventing new techniques for the teaching of spelling.
Problemen bij Het Gebruik Van Overheidsfolders
Authors: Jansen Carel , Steehouder Michaël F.
Published: March 2014

To identify problems that citizens meet when reading a public leaf-let, we invited some subjects to participate in a thinking aloud experiment. They were asked to find out if a Dutch regulation on Rent Rebate Grants would apply in the situation of a certain Mr. De Vries. The thinking aloud procedure as a method of collecting data is often criticized. However, objections against this method also hold for other, more widely accepted methods like those using open end questions, etc.
The analysis of the thinking aloud protocols we collected, led us to three provisional conclusions, that could be the base for a number of hypotheses in further research:
1. Readers tend to follow their own intuitions about the way they should act, rather than the instructions a leaflet provides. It is supposed that a leaflet would be more effective if it 'forces' the reader to follow the text exactly. Flowcharts seem to be an adequate solution.
2. Readers have to 'translate' the text of a leaflet into instruc-tions for solving their problem. These translations seem to raise fewer difficulties when the text is written in a style using 'prescriptions' (commands) or 'scenario's' (conditional statements), than when the text is written in a 'descriptive' style.
3. Readers often wrongly do not skip text passages that are irrelevant to their personal situation. More explicit indications in this respect could make the texts more effective.
Taalmomen
Authors: Daan Jo
Published: March 2014

Norms are not immutable, but are determined by the relations in society. Changes in society are followed from afar and hesitant-ly. Establishing norms only makes sense when they are rooted in reality, i.e. when they are in accord with social relations.
Norms for the standard language are determined by various factors, intelligibility, comprehensibility, solidarity and status being among the most important ones. Intelligibility is dependent especially on pronunciation, comprehensibility especially on linguistic form and usage. In oral communication intelligibility is the most important factor, often being a prerequisite for comprehensibility.
Whenever conveying linguistic contents is the prime objective in speaking, one must make high demand upon pronunciation, linguistic form and usage, so that phonemes and concepts will not be mis-understood. In this case the room for variation from person to person is limited. Norms related to solidarity and status may allow a much greater variation from group to group and from person to person.
Each form of education in a standard language or in another first language will have to consider and will have to teach the importance of the influence of social factors on language norms, as well as the right of each individual and each group to determine one's own position in the "norm space" as defined by social factors. School and society can and should pay much more attention to language as a social skill.
Wie Bedoelt u Met We?
Authors: van der Laaken Manon
Published: March 2014

The persons who are being referred to by means of we_ may change in the course of conversation. We will demonstrate by means of a number of examples taken from classroom-discourse that the addressee - and so also the language student- knows exactly (because of context, situation and knowledge of the world) who is meant by we at each point in the conversation. The examples will show some typical environments for we. It will be shown that the referent of we changes when the situation being referred to changes.
Communicatiestrategieen En Vreemde-Taalverwerving
Authors: Bogaards Paul
Published: March 2014

In the present article the author tries to define the notion of "strategy", with respect to related notions like "approach" plan and process. "Approach" must be seen as a relatively large category, that is linked with personality and acts upon the choice of "plans".
Plan is seen as opposed to execution; within "execution" strategy (controlled) has process (automatic) as its counterpart.
Next, a number of definitions and classifications of strategies are subjected to a critical analysis, after which specific attention is given to productive communicative strategies.
In this respect the question is addressed as to how the use of strategies can best be studied (observation, thinking out loud, interview). In the last part of the article, a framework is suggested, which allows research to be conducted into the use of strategies with more results than have been obtained so far.
Het Effect Van Monitor-Gebruik Op Het Nederlands Als Tweede Taal
Authors: Grezel Jan Erik , Buiter Hans , van der Geest Ton
Published: March 2014

In this paper the effect of monitoring in the acquisition of Dutch as a second language has been investigated in a descriptive design. Starting point was an experimental investigation, carried out by Hulstijn (1982). As his investigation was restricted to only two variables, a number of experimental conditions (unnatural situation) and to correct sentences only, it was decided to replicate this investigation with the following alterations: (1) only natural data from three different situations were used. These data ranked from formal to informal: dialogue (informal), monologue (formal) and written report (formal); (2) all kinds of linguistic variables that were relevant for the acquisition stage of the subjects were scored: syntactic, morphological, lexical variables, both correct and incorrect usage; (3) subjects were subdivided with respect to LI into English and less related languages (Slavic), and with respect to L2-achievement according to the teacher: good and not so good achievers. Some results
1. English speaking subjects and good achievers had better scores generally on the variables under investigation. This means that these variables are valid to describe the language acquisition process of Dutch as L2.
2. Those linguistic features that are well acquired are under the domain of monitoring in such a way that under formal circumstances (more reflection time) fewer errors occurred: word order, content words, and those morphological phenomena that are essential for the meaning of the message (tense, plural).
3. Those linguistic features that are not internalized completely are under the domain of monitoring in such a way that under formal circumstances more errors occurred: morphological phenomena that are less relevant with respect to meaning (e.g. incorrect plurals), and function words.
4. English subjects and good achievers demonstrated more correct monitoring.
5. The results 1. to 4. fit quite well into the L1=L2 hypothesis. There seems to be a universal order for language acquisition that is influenced only in minor points by the LI of the language learner. These findings have some interesting consequences for L2-education.
Leren Lesgeven In Fasen
Authors: Berkel Ans van , Dolle Dora , v.d. Meij Tineke , Sistermans André
Published: March 2014

This article presents a model of training the foreign language teacher. Startingpoint is a phase model for the teaching of material presented in foreign language courses for the first two or three years in secondary education, to wit introduction phase, presentation phase, cognitive phase, practice phase and transfer phase. Such a model presents the teacher trainee with a good framework for taking decisions with regard to the content of his lesson. Moreover, the phase model is a good startingpoint for raising other issues concerning the functioning of a teacher, such as interaction. The phase model turns out to offer a basis for curriculum analysis and the observation and preparation of lessons.
The article concludes with a discussion of the problems students encounter in working with the various phases.
Leerlingkenmerken En Moderne-Vreemde-Talen-Onderwijs In Onderzoek En Opleiding
Authors: Jacobs-Hessing E.G. , de Hondt J.H.W.
Published: March 2014

One of the objectives of teacher-training is that the student should be able to assess the results of educational research in terms of its relevance to classroom practice.
In addition, he or she should be able to participate in research and material- or curriculum-development.
In this paper we want to emphasize these two objectives, using as an example our research project An Explorative Investigation of Learner Characteristics Relevant to Material Development (for French).
Our presentation includes
A. Research questions:
- Is it possible to get more insight into learner-characteristics which may be relevant to modern language teaching?
- Does this insight result in criteria for developing communicative teaching materials (for French) which cater more for individual differences (cognitive as well as affective) between learners?
Research methods: Some pupils of a first year mixed-ability group, selected by the Group Embedded Figures Test for Field- (in)dependency, carried out a set of language tasks. They were invited to "think aloud" while performing these tasks. The protocols obtained were analysed and a tentative identification, in terms of learner characteristics, was made of the typical behaviour of f.d. and f.i. pupils.
Conclusions: Field(in)dependency seems to be a relevant learner characteristic for foreign language learning in schools. Some recommendations are made, particularly in the domain of orientation-activities.
B. A discussion of the students' participation in this project.
C. A description of the way in which this (and other) research project(s) have been integrated into our teacher-training courses.
Vernieuwing Van Het Voortgezet Onderwijs Vereist Innovatie Van Opleidingen
Authors: Karstanje Peter N.
Published: March 2014

Many secondary schools in the Netherlands are in a maelstrom of change. They work on themes like heterogeneous grouping, various forms of differentiation, guidance and counseling, thematic- and project-education. Beside these development in groups of schools organized in projects, or in individual schools, an important renovation of the educational system is in preparation. This socalled "continued primary school" is a comprehensive school for pupils aged 12-15 years. It will be followed by a system of vocational or general streams in the second phase of secondary education.
The above mentioned changes in schools make high demands upon the teacher's capabilities. Therefore a broadening of teacher's qualifications will be necessary. At the same time changes in teacher training programs will be required. Since these programs differ rather strongly from the current ones, a systematic innovation in teacher training institutes will be required. In the article it is suggested to start this innovation with school-focussed in-service training in secondary schools involved in innovations. After a period of active participation in innovation activities, the teacher training institute will be in a better position to base the renewal of pre-service training on the complex requirements of teaching practice.
The reorganization of the content and training in the programs for teacher training can then be established from the viewpoint of functionality for educational practice.
Ontwikkelingen en Problemen Bij Automatisch Vertalen
Authors: Sciarone A.G.
Published: March 2014

In the fifties and sixties a great deal of money and time was spent on the development of automatic translation systems. Because of the meagre results and sombre perspectives all large scale research projects were abandoned. The eighties show a renewed interest in the field of automatic translating. It is, therefore, a valid question whether old problems have been solved and new perspectives have been uncovered. A critical analysis shows that progress has been made in the domains of hardware (speed of data processing and data storage) and the organisation of data. The basic linguis-tic problems have not, however, been solved.
Linguistic research that is not first and foremost directed at descriptive (instead of representational) problems and at fundamental problems such as the relation between syntax, semantics and knowledge of the world is subject to the same fate as the research into automatic translating in the fifties.
De Nieuwe Media en Hun Taalkundige Consequenties
Authors: Arnbak J.C.
Published: March 2014

The transborder flow of data and informational services increases at a much higher rate (20% per annum) than the national telecommunication and broadcast traffic. However, ensuring that all the new satellite channels, mobile networks and telematics services provide intelligible and useful information to their users is not merely a technical matter.Clearly, new professional opportunities arise for, amongst others, linguists and interpreters, both in research and development of new and better information systems, and in their application in society.
Clientvriendelijk Leren Schrijven; Analyse Van Een Veranderings-Proces
Authors: van den Hoven P.J.
Published: March 2014

Many organizations use a very formal, legally coloured jargon for internal communications (insurance companies, government organisations, etc.)Problems arise when they have to communicate with laymen. The topmanagement recognizes these problems and employs communication experts in order to teach correspondents to write in a client oriented way.
The correspondents take up four lines of defence:
- the problems do not lie with us, but with the client,
- technically it is not possible to formulate in such a way that the client understands it,
- the department manager will not allow us to spend the extra time or he won't accept it,
- we can't do it.
In this paper I elaborate on this practical sketch, giving my views on the question in how far the lines of defence (should) hold. In addition I indicate what conclusions one can draw from this sketch as to the way in which this process of change may be conducted and what is required of the communication expert.
Kognitieve Stijlaspekten en Vreemde-Taalprestatie
Authors: v.d. Tuin P. , van Essen A.J. , Volkerts E.
Published: March 2014

Teachers have long been aware of the relationship between the learner's personality and his achievement in a foreign language. The aim of this article is to give an impression of the kind of research into this relationship that has been going on for some time at the Institute of Applied Linguistics of the University of Groningen.
In the first section the notion 'aspect of cognitive style' is introduced. In the next section four such aspects are discussed and their possible relationships to the grammatical and communicative skills gone into. In section 3 a brief look is taken at the tests and at the sample groep used to test the hypothetical relationships. In the final section some tentative conclusions are drawn.
Vertaalbeschouwing En Vertaalbeheersing
Authors: Van den Broeck Raymond
Published: March 2014

Translating is still generally considered an ungrateful, if not impossible task. To be sure, as an interpretive reproduction of its source the translation of any text can never be more than a partial realization of the semantic, stylistic and pragmatic meanings of the original. The metatextual character of interlingual translation involves shifts which are not only due to structural differences between natural languages but also result from diverging cultural and intertextual factors (literary tradition and conventions). Hence it follows that translating is a norm-governed activity, the more since the translator has to choose between two opposing strategies: either he attempts to reproduce the functionally relevant features of his source text as adequately as possible; or he sticks to the target norms in producing an acceptable text in his mothertongue. Most translators today try to reconciliate these extremes through a happy compromise. However, translators in various ages have solved the dilemma according to views and aims characteristic of their own time and cultural milieu.
From ancient times onwards up to the present age translators of renown have theorized on their activity. Many of the resulting theories contradict one another; and this should not surprise us since theorizing in this early stage signified nothing more or less than a justification of one's own strategies and methods. In that sense the majority of early theories of translation are to be regarded as individual translators1 poetics rather than intersubjectively testable statements on the art. However valuable they may have been in contributing to the production of optimum translations fitting their own historical en geographical surroundings, these prescriptive (and hence normative) approaches to translation do no longer satisfy the conditions set to present-day scientific knowledge.
Since the early 1950s translation theory gradually became part of a modern discipline which calls itself Translation Studies. After a few years of dependence on both linguistics and comparative literature this discipline has gone its own way. Being interdisciplinary in nature it borrows insights and methods from other, related, disciplines. Due to recent developments its main emphasis nowadays lies on descriptive studies of translational phenomena, for which it has abandoned the traditional translatability line of thinking. Rather than on theoretical statements its future seems to depend on the student's ability to describe translation processes and their ensuing products. The descriptive course it has taken will not only safeguard the discipline from degenerating into mere theoretical speculation but may certainly foster our knowledge of what translations are and how they function in the literary circuit.
Wetenschappelijke Informatie In Een Vreemde Taal Gepubliceerd
Authors: van Bergeijk D.
Published: March 2014

For scientific research it is essential to know what has been published in one's field. Too often literature published in a language the researcher does not master is neglected. Available information is then not used,
This paper outlines what can be done to access this literature and which modern resources can assist the users of foreign language literature. In particular the activities of the International Translation Centre will be discussed as well as the unique database of existing scientific and technical translations: the World Transindex.
Vertalen In Het Vreemde-Taalonderwijs
Authors: Menting J.P.
Published: March 2014

Just like "grammar", "translation" once was a very important topic of discussion in the field of language teaching. After tens of years of a monopoly position, the influence of translation in the language teaching field started to suside in the sixties, at least in the Netherlands, where it was abolished in all secundary school exams and in many teacher training courses. However, there are signs nowadays that translation may be back in the teaching field one day. The present paper tries to examine the arguments of the various pro and contra-translation parties and to answer the question if the positions were really so diametrically opposed as they once seemed to be. It tries to distinguish between different kinds of translation. In this context, it poses the question whether the value of translation for language acquisition could depend on the proficiency level of the learner.
Tweetalig Woordenboek En Taalonderwijs Op Tertiair Niveau
Authors: Greidanus Tine
Published: March 2014

All lexicographers agree that dictionaries should be designed with a view to a special group of users and their specific needs. The article deals with the question what requirements should be met by a bilingual dictionary made for learners of a language at university level. It reviews first the literature on the subject of the foreign student's use of monolingual and bilingual dictionaries. The general conclusion with regard to the reference skills of students is rather pessimistic. Existing bilingual dictionaries are made for users with a good knowledge of the foreign language, but are not explicit enough for learners. A bilingual learner's dictionary should take account of this.
The following aspects are discussed: the macrostructure and the microstructure of such a dictionary, meaning discrimination, and the syntactic information that should be provided. Some concrete examples of dictionary entries illustrating the principles sketched are provided.
De Rol Van Het Lezen In Het Vertaalonderwijs
Authors: Weyers Gerd R.
Published: March 2014

A good translation from Dutch into a foreign language subsumes a variety of linguistic adjustments at the level of text and syntax. The nature of these linguistic adjustments depends on the linguistic characteristics of the text type to be translated. The linguistic characteristics of a text type can vary enormously from the source language to the target language.
An analysis of three German translations of one and the same Dutch text reveals that it is very difficult to describe and formalize the nature of the linguistic adjustments and that, in consequence, they can scarcely be taught in a systematic way.
This calls for an eclectic and pragmatic approach to the teaching of translation with ample consideration to be given to the reading of literary texts. Only in this way, can the apprentice translator become sufficiently well acquainted with the FL to be able to make text type decisions quickly and easily.
Vooruitgang in Nederlandse Taalvaardigheid van Turkse Kinderen na Twee Jaar Lagere School
Authors: Lalleman Josine
Published: March 2014

In this article some results are presented of a twofold study into the Dutch language proficiency of Turkish children who were born and bred in the Netherlands. The oral Dutch language 'profi-ciency of eighteen Turkish and fifteen Dutch children was studied in September 1981, at the moment all children entered primary school, and in March 1984, when they had reached third grade. A number of morphological, syntactic and lexical features were studied. The results can be summarized as follows:
(1) in the first grade, at the very start of their (primary-) school career, the Turkish group is significantly less proficient in oral Dutch than their Dutch peer group in all but one of the grammatical features.
(2) In the third grade, after two and a half years of primary school education, the Turkish group is still significantly less proficient in oral Dutch than the Dutch group in most of the features.
(3) As for several morphological aspects of oral Dutch language proficiency, most of the individual Turkish children progress faster in two years of education than the Dutch group: that is, many of the Turkish children are morphologically less behind after two years of primary school than at the beginning of their school career.
(4) As for a number of syntactic aspects and one aspect of lexical diversity of speech, most of the individual Turkish children do not progress faster in two years than the Dutch children: syntactically they are equally behind after two years of primary school.
(5) In none of the features that were studied did the differences in language proficiency between the Dutch and the Turkish groups increase during two years of schooling: thus, no evidence is found for a possible cumulative difference between this specific group of second language learners and native children.
Mustafa op de Mavo
Authors: Appel René
Published: March 2014

In this article the results of an explorative study of the Dutch language proficiency of advanced second-language learners are presented. The proficiency in Dutch of a group of 17 students from non-indigeneous linguistic minority groups was compared with the Dutch proficiency of 17 native age-mates. In each group, 16 of the 17 students went to a 'MAV0', an intermediate level of secondary education. Their Dutch language skills were measured by analyzing spontaneous language samples and by administering some tests. In general, the second-language learners (the A-group) were shown to have a lower Dutch language proficiency than the native students (the N-group), and especially with respect to their scores on the tests. It was tentatively concluded that the students from the Α-group had a Dutch language deficiency in the area of Cognitive Academic Language Proficiency. Their Basic Interpersonal Communicative Skills (the concepts CALP and BICS are borrowed from Cummins' theoretical framework) were more or less similar to the skills of native Dutch students. Students from linguistic minority groups might succeed in higher levels of secondary education if their CALP were brought to a higher level, since CALP correlates strongly with the kind of language proficiency demanded in school.
Onderwijs Nederlands als Tweede Taal aan Volwassenen
Authors: Extra Guus
Published: March 2014

In this text five focal areas for teaching Dutch as a second language to adults are discussed. The first two areas derive from a didactic cycle that calls for a discussion in series: insights into language needs are necessary - although insufficient - prerequisites for defining and choosing educational objectives. In turn, only operationalized educational object-ives make it possible to select and grade course contents at the level of words, utterances and texts.
Both the definition of language needs and educational object-ives (§1), and the selection and gradation of course contents (§2) are necessary pre-activities for our third perspective: the development and use of textbooks and tests (§3). For using textbooks, too we need a discussion in series, running from registration, description, and evaluation to selection of text-books. In our section on developmental activities, we also pay attention to different tests for measuring second language proficiency of adults.
Research needs are our fourth focal area for teaching L2 Dutch to adults (§4). In this section we go into several research themes and into their relevance for L2 teaching. Our last perspective derives from public policy with respect to L2 Dutch (§5). We focus on existing government provisions and conditions, and on main policy plans with respect to teaching Dutch as a second language to adults.
Taalverwerving En De Herkenning Van Morfo-Syntactische Structuren Door Prelinguaal Totaal Dove Lezers.
Authors: Veenker H.
Published: March 2014

A pilot study is reported of the recognition of morphological and syntactic structures by prelingually totally deaf readers. The reading process is of importance because language acquisition takes place, among other things, through writing.
The study was prompted by the question posed by Hung, Tzeng en Warren (1981): Why is it so difficult for deaf subjects to develop automaticity in recognizing printed English letters and words?
This question was paraphrased as follows:
How unambiguously are syntactic and morphological structures reflected in writing?
In the theoretical part of the study it is argued that the -er suffix can be considered ambiguous.
In the experimental part of the study the question was if, and to what extent, this ambiguity has psychological reality during the reading process of deaf subjects. Three questions were studied:
1. Is the subject able to recognise the suffix?
2. Is he able to affix correct connotations to it?
3. Is he able to give correct grammatical judgements about it?
The results, based on an analysis of response delays and true/ false decisions, indicate that the deaf subjects do automatize, but in such a way that they systematically produce incorrect responses in certain spelling matters.
Gebarentaal Van Doven
Authors: Schermer Trude
Published: March 2014

Until the sixties linguists didn't show any interest in the natural language of prelingually deaf people. Generally speaking their communication system was not considered a real language comparable to any spoken language. The signs used by deaf people were taken as natural gestures. In 1880 at the Milan conference on deaf education it was decided that signs should no longer be used in the schools for the deaf and that deaf people should not be allowed to use their own communication system. Instead, the spoken language of the hearing environment should be learned. At that time deaf educators were convinced of the damaging influence on spoken language development of the use of signs. However, there is no evidence for this. On the contrary, research has shown that the use of sign language as a first language improves the communicative abilities of the deaf people, which could be the basis for learning the spoken language.
Despite this resolution deaf communities continued, albeit isola-ted and not openly, to use their own communication system. In 1963 a book was published by an American linguist, William Stokoe, that changed the way in which people thought about sign language. He showed how signs can be analysed into elements comparable to phonemes in spoken language and started the lingu-istic research on grammatical aspects of American Sign Language. This research showed that sign language is indeed a 'real' language, equal to any spoken language and that deaf people should have the right to use this language. Following American research, many linguists in Europe discovered' sign languages in their countries. Even in traditionally oral countries like the Netherlands and Belgium. In this paper some grammatical aspects of sign languages are discussed.
Leesproblemen In Het Voortgezet Onderwijs
Authors: Rispens Judith
Published: March 2014

We describe a model for text comprehension. Some features of this model receive specific attention: word recognition and the use of schemes. It is argued that reading difficulties in secondary education have much to do with insufficient word recognition techniques as well as with insufficient "knowledge of the world". Some attention is given to techniques to remediate these problems.
Schrijfvaardigheid in een Vreemde Taal
Authors: Nienhuis L.J.A.
Published: March 2014

At university level, many modern language courses continue to use translation in their training and testing program of writing proficiency.
In this article we report on an empirical investigation intended to trace differences between translations and short essays of third year students of French.
Two groups of about 30 students translated a text of 300 words and wrote an essay of the same length; the topics of both texts were somewhat controversial: a-the relative value of the study of Latin .and Greek; b-the moral problem of the transplantation of the heart of a monkey in a human baby. Group I translated the text on topic a and wrote an essay on topic b; group II did the reverse.
The products of each group were rated on one aspect, correctness of language, by three raters who worked independently. First, they rated the texts according to the impressionistic method as is usually done for essays; in order to improve reliability, they divided each writing product in four paragraphs of approxi-mately equal length, and scored each paragraph separately. A month later, they rated the same texts; this time, they marked and counted errors: this corresponds to the usual way of rating translations.
The mean scores for the translations were somewhat lower than the mean scores for the essays: quality of language thus seems to be superior in the latter.
Correlations between translation and essay scores of the same rater were about .64; this does not seem to differ much from what is known about correlations between the scores for two essays of one student on different topics.
Correlations between the impression scores and the error-count scores of the same raters were about .75 : it is evident that the two rating methods didn't yield very different scores. Counting errors with or without the comparison of the translations with the original text resulted almost in the same scores: correlations were about .90.
The error-count method yielded a higher rater reliability (of about .80) than the impressionistic method, but this rating too was relatively reliable (about .70).
The analysis of a small number of translations and essays didn't show any remarkable and systematic differences between three stylistic characteristics of these two kinds of written products; the characteristics we analysed were: type/token ratio, mean T-unit length, syntactic complexity.
No systematic relation between these characteristics and quality of language, i.e. the two kinds of correction scores, was found.
Alternatieve Wegen Voor Gevorderde Taalleerders
Authors: Knibbeler Wil
Published: March 2014

Alternative or humanistic approaches to foreign language teach-ing such as the Silent Way, Suggestopedia, Community Language Learning and Confluent Education, have been generated by scholars who are not linguists. An analysis of the ideas underlying the respective approaches leads to the conclusion that they are suitable for advanced students as well as for beginners. Although humanistic approaches are not based on empirical research, they have their roots in sound educational theories. If language teachers want to introduce these approaches into their teaching, they do not have to opt for any of them, but they can select elements from them. An example fo such an integrative approach is The Explorative-Creative Way. Research on processes which occur in second or foreign language classrooms, should be done in accordance with qualitative procedures as wellas with quantitative ones.
Celex
Authors: Kerkman H.
Published: March 2014

Many fields of language and speech research need a tool to get full information about phenomena that occur at the lexical level of language. To this end, a countrywide accessible database is being built with lexical information of the Dutch and English languages. CELEX is the co-operative effort of the University of Nijmegen, the Max-Planck-Institute for Psycholinguistics, the Institute for Dutch Lexicology, the Institute for Perception Research, and the Dr. Neher Laboratories of the Dutch Telecommunication Company.
The design of a coherent lexical database with generally usable information about, amongst other things, morphology and syntax, leads to a challenging conflict. On the one hand, the objective of CELEX demands that the representation of all occurring phenomena should be independent - as far as possible -of specific language theories. On the other hand, the value of a lexical database is to a great extent dependent on the relational structure, which is based precisely on linguistic theories. In other words, a lexical database, which makes it possible to test theories, is itself a necessary tool for the construction of a lexical database.
The pragmatic approach of the CELEX-project means that countless applications will be possible, but choices will have to be made. One application will be to research the optimal structure of theoretically-founded lexica and lexical databases.
Op Weg Naar een Nederlandse Communicatieaudit?
Authors: Andeweg Β.Α. , Kop L.F.
Published: March 2014

A communication audit is a way to explore the communicative health of an organization. Following the audit of the International Communication Association (ICA) objectives and characteristics are expounded in this article. The emphasis falls on the description of a project involving the Dutch Telephone Company (PTT-Telecommunicatie). The research described in this article addresses two subjects:
a. information needs of employees
By means of interviews bottlenecks in the information supply will be examined. During the interview a specially developed question chart was used. The questions were among others: to what extent do you get sufficient information; to what extent do you get your information in time; to what extent does the information reach you via the appropriate channels.
b. the subject directness and object directness of written communication
This was a pilot study. During one week all in and outward letters of three department heads were collected and analysed. During that week the three men had to fill in a communication diary, marking how much time each writing/reading act took; to what extent the incoming texts were immediately clear, etc. An interview was held in order to clarify obscurities in the analyses and the diary notes.
The results show that there is a lack of information on many subjects, while - on the other hand - there is also an information overload. The pilot study suggests that an explanation may be found in certain characteristics of the written texts.
Veranderingen in het Schrijfvaardigheids-Onderwijs
Authors: Schuurs U.R.I.
Published: March 2014

For many years there has been a discussion on the role grammar plays, or should play, in the writing curriculum. In spite of this not many changes have taken place yet.
This article discusses the effects that traditional grammar lessons may have on the writing skills. The correct use of cohesive ties, of conjunctions, and of gapping might benefit by grammatical instruction, provided the instruction focuses on the interaction of macro and micro elements in texts. However, only a minority of the exercises used in the writing curriculum are focused on these interactional aspects, as is shown by a review of the literature and an analysis of frequently used exercises.
It is argued that everyday school practice is first and foremost guided by formal testing. If this holds true, an effective way to curricular change is to develop functional language tests that reflect the social needs of language use.
Verwervingsvolgordes van Grammatische Structuren een Kritische Bespreking van de Theorie van Pienemann
Authors: Hulstijn Jan H.
Published: March 2014

This paper critically examines Pienemann's theory of second-language acquisition orders. The paper raises methodological as well as theoretical issues: the validity of the acquisition order found by Clahsen, Meisel & Pienemann (1983), evidence for this order from longitudinal research, evidence from learners with various mother tongues, the relation between language production and language comprehension, and predictions concerning other linguistic structures than the ones dealt with in the 1983 study.
The paper focuses in particular on Pienemann's recent claim (1987b), that the acquisition order of L2 structures is determined by a number of cognitive 'processing prerequisites'. It is observed that Pienemann has shifted his attention from the point at which L2 learners can be said to have acquired, or mastered, grammatical features, towards the onset (first few occurrences) of grammatical features, in order to find evidence for a successive reduction of processing constraints. It is argued that explanations of acquisition orders in terms of onset, or in terms of some other acquisition criterion (e.g. 80% correct use in obligatory context), tend to pay exclusive attention to the rank order of acquisition points, leaving underexposed the time span between first use and final mastery of a rule, and the overlap in acquisition periods of different rules. Often the acquisition of a grammatical feature may not be an instantaneous feat, but a developmental process. Therefore, rank orders of onset and mastery may lose much of their relevance if length and overlap (development) are not taken into account. It is argued that Pienemann's theory, having opened our eyes for the onset of grammatical features, deserves to be deepened and broadened, in order to take the development of grammatical features into account as well.