bluuebunny/crossref_metadata_2025 huggingface dataset:
De Moeilijkheidsgraad Van Tekstbegripvragen In Nederlands En Engels
Authors: Edelenbos P. , Loonen Pieter , Wekker Herman
Published: March 2014

The final exams for English in Dutch secondary schools contain a multiple choice component for text comprehension. The questions in this component are mainly about factual content but progressively also about communicative aspects such as opinions and style. It is usually assumed that the latter add to the level of difficulty of the test in general. But is this really the case? In a (limited) project caried out by the University of Groningen this assumption has been tested in six pre-final forms at three grammartype schools, by setting the same test in Dutch and in English within a six-week interval. At the same time the influence of vocabulary command was mapped out against the overall test results. The communicative questions did not turn out to be more difficult in English than in Dutch and there appeared to be a strong correlation between the overall (not: single item) vocabulary command and general test score. The average test results were considerably higher (4.0) for the Dutch test than for the equivalent English one.
De Contextbank
Authors: Graafland Anita , van der Ster Theo
Published: March 2014

What aids does the translator have at her disposal and in to what extent do these aids respond to her needs. An important part of the working time of a translator is spent looking for the right word. Definitions of words can be found in dictionaries and in terminological databases. More often than not, however, the term looked for by translator cannot be found in these tools. If the term is mentioned, the definition given often does not exactly correspond to the meaning used in the source text. And if the translator wants to know how a term is used in a certain discipline, with what other terms it can be combined, in which different meanings it is used, what its frequency is and in what situations it is used, then dictionaries and termbanks fail to come with an answer, which then can the only be found in the literature of the discipline
Consulting existing contexts or specialized literature is a time-consuming, but nevertheless necessary activity for a translator who wishes to produce terminologically correct texts.
To cater for the need of context for a translator we have developed a "context bank". In this database the translator can search a large number of contexts with his own p.c.
During the presentation a demonstration was given of the context bank by means of a number of translation problems. It was explained how the records in the database have been built up and how a translator can consult the database via his own p.c. without leaving his text. It was explained also what types of software and hardware can be used and how one can subscribe to the context bank.
Woordproduktie bij Tweetaligen
Authors: de Bot Kees , Schreuder Robert
Published: March 2014

An attempt is made to validate an adaptation of Levelťs (1989) Speaking model to bilingual speakers. It is concluded that the best empirical evidence available at the moment comes from research on speech errors and code switching. Data from the latter source suggests that in word retrieval, 'language' serves as one of the cues for the selection of a specific lemma. Such cues can have more or less weight, and their impact will vary accordingly. Language choice in code switching can be regarded as the result of an interaction between communicative intentions and the information that is available in time during the production process. In order to arrive at a full-fledged model, observational data will have to be supplemented with experimental research using real-time techniques.
Gespreksvaardigheidsonderwijs in de Moderne Vreemde Talen in het Hoger Onderwijs, in het Bijzonder de Lerarenopleiding
Authors: Willems Gerard M.M.
Published: March 2014

Foreign language conversational skills training is gradually becoming a debated issue in higher education foreign language departments in the Netherlands. Pressure on the student-staff ratio and, consequently, increasingly large classes raise questions with regard to the effectiveness of traditional methodology. In this paper an attempt is made to outline an approach which, in the long run, will considerably reduce staff-time investment and increasingly encourage student activity. The approach proposed is based on the one hand on recent insights into the role of the learner in his own learning process, and on the other on the hypothesis that languages are acquired first and foremost by conducting conversations (the 'Active Process Hypothesis'). On the whole, tertiary students in the Netherlands start their language study with sufficient linguistic skills in the target language to make such an approach feasible. The paper opens with a discussion of the what of communicative competence and proceeds to how it may be acquired. Discourse elicitation and subsequent analysis and the development of strategic competence in the broadest sense of the term play a central role in the methodology suggested. In conclusion, a practical example of the procedure advocated is presented by way of illustration.
Een Woord is Genoeg
Authors: Koole Tom , ten Thije Jan D.
Published: March 2014

In this article we present an analysis of institutional key words. These are words that are used in institutional communication with a meaning that is peculiar to the organization or institution in which they are used. The meaning of the key words is organized as a cognitive structure which has three characteristics: key word meaning is shared knowledge of competent institutional actors; key word meaning combines propositional knowledge (knowing that) and action knowledge (knowing how); the specific combination of knowledge elements serves a purpose in the institutional communication. As an example we have analysed the key word 'annual report' as it is used among a team of educational advisers in the Netherlands. This key word appeared to refer not only to a certain text, but also to the procedure of how to make this text, to the addressee of the report, and finally to specific aspects of what can and what cannot be said in an annual report. The discussion in the team could be explained as one between competent institutional actors and actors who did not know the full institutional meaning of the key word.
COO-Oefeningen met Audio
Authors: Koet Ton , van Loon Heleen
Published: March 2014

In this article we sketch considerations which induced us to create our CALL exercises for orthographic and phonemic dictation. The pedagogical model that we applied in designing these exercises is shown. Exercises for English and Dutch are given as illustrations.
The orthographic dictation is a useful method for training listening for detail and writing correctly. The phonemic dictation is a useful method for training listening for detail, inculcating the phonemes of a language and creating an awareness of the sound-phonemic symbol relation.
The pedagogical model that we applied was that of the testing of hypotheses about the correct phonemic and/or orthographic transcription in carefully controlled graded blank-filling exercises.
Taaltoestanden Volgens de "Reeks Nederlandse Dialect-atlassen"
Authors: Hagen Toon
Published: March 2014

The 16-volume "Reeks Nederlandse Dialect-atlassen" - RND (Atlases of Dutch Dialects Series; 1925-1976), which was started by Edgar Blanquaert, is due of the major sources of the study of linguistic variety in Dutch and Frisian. Very positive evaluations have already been made by researchers in the field of linguistic geography. In the present contribution, it will be shown that also from a sociolinguistic point of view the RND can be considered a distinctly progressive project. This is clear from the method of fieldwork chosen (personal interviewing; narrow phonetic transcription; original data on display maps), from the choice of location (particular attention for the urban character) and from the selection criteria for informers (several informers per location, great attention for middle-class speakers and relatively young speakers). The sociolinguistic character is strengthened by the additional information in the section Taaitoestand' (socio-linguistic situation), in which a brief sociolinguistic description of the location studied is given. The information to the following aspects: the period during which fieldwork took place, the fieldworkers, Flanders versus the Netherlands, local variation and, finally, social variation.
Lexicale Innovaties
Authors: van Helden-Lankhaar Marja
Published: March 2014

There is considerable evidence that young children often use novel compounds to label salient instances in familiar categories, spontaneously as well as in experimental settings. Although examples appear in the literature of innovative labels for categories which are unfamiliar or completely new to children, little is known about the role of compounding in this case. A picture naming task was designed to elicit names for concepts assumed to be unknown to young children and not easily recognisable as belonging to a particular category. Each target picture was presented together with pictures of two related and well known concepts. 180 Dutch speaking children, aged 3;0-8;l, participated in the study. Results show that from age 3 on, children are prepared to label novel concepts, appropriateness increasing with age. About two thirds of the appropriate labels consist of novel compound nouns. Influence of type of target concept on appropriateness and compounding is discussed.
Verschillen in Conversatieregels Tussen Mannen en Vrouwen?
Authors: Meeuwesen Ludwien
Published: March 2014

Do men and women make use of different strategies in communication? According to the theory of gender subcultures of Maltz and Borker, differences refer to relational orientation in women and task-orientedness in men (affiliation vs control). Verbatim transcripts of 85 medical interviews were analysed, using Stiles' Verbal Response Mode coding systemm (VRM), and notions of topic shift. In agreement with the hypothesis male doctors were more imposing and presump-tuous (more often giving advice and interpretations). Female doctors were more attentive and non-directive (giving more subjective and objective information and backchannels). The interviews of female doctors took more time than the interviews of their male colleagues. The topic shifts were more coherent among the female doctors.
The results support the idea of the existence, to a certain degree, of different subcultures for men and women.
Taalgebruik op de Werkplek
Authors: Verbiest Agnes
Published: March 2014

Male/female communication training offered by enterprises to their company executives starts mostly from common sense ideas about sex-based differences in language use. The corresponding guidelines for women as newcomers in the public sphere as well as for men, often derived from one or more out of three well known theories, are shown to necessarily lead to deceptions because of their gender blindness.
A gender approach to differences in language use between men and women cannot produce direct guidelines for language users but may help them to benefit from the fact that all language users, newcomers included, are norm subjects in interaction.
Spreekvaardigheid Nederlands in Havo en Vwo
Authors: Bonset Helge
Published: March 2014

For the purpose of developing a curriculum for the teaching of speaking and listening, seven case studies have been conducted into the practice of teaching presentation, debate or discussion. This article addresses two of the problems encountered in the course of this research.
The first problem concerns the fact that teachers do not succeed in observing and afterwards discussing the speaking and listening assignments performed in such a way that this, too, contributes to the pupils' learning process. A solution is offered by way of the approach of learning through the observation of model, in which the the primary aim of the observer is to enable pupils to improve their own performances.
The second problem is that in teaching speaking and listening skills, teachers do not provide special treatment for those pupils whose first language is not Dutch. In this article it is argued that it would help these pupils if they were offered 'language devices' which would reduce the pressure on their working memory, thus increasing their fluency. An example is given of the survey of language devices developed for presentation and discussion, as well as reactions of teachers to these devices.
First Language Attrition in Russian Immigrants
Authors: Feldman Zhanna
Published: March 2014

The present study of individual language attrition (LA) attempts to combine social an psychological aspects in an examination of lexical processing. The data are based on loss of language skills by Russian speaking immigrants who had been in Israel from 5 to 20 years. All had acquired Russian as their native language and were literate in Russian upon arrival.
Three data collection sessions were conducted in the participants' homes. Session 1 (spontaneous conversation) investigated each of four sociological domains: home, work/school, religion and immigration experience. Spontaneous conversation served as a source of information about the subjects as well as indication of their LA. Markers of attrition (pauses, code-switching, hesitations, circumlocutions) served as a basis for developing the tasks in two additional sessions (i.e. semantic opposites, hyponyms, picture naming, Tip-of-the-Tongue (TOT) phenomenon, etc.).
The paper reports on data from several tasks, with a particular focus on: semantic opposites and Tip-of-the-Tongue (TOT) phenomena. For TOT, the speaker does not recall the target item, but does recall words of similar form and/or meaning. TOT was notes for low and middle frequency lexical items, with individual differences found between:
1. substitution of a different word for the intended word, usually accompanied by immediate apprehension of the error by the speaker;
2. circumlocution, i.e. when the inaccessible item is replaced by a definition and/or metalinguistic comments regarding its use. (For example, instead of the Russian equivalent of 'peacock' the following utterance: 'Well, a colourful bird, I forgot...');
3. neologisms based on morphology.
Findings are discussed in terms of an emerging processing model of LA based on Levelt's production model. The accessing process is parcelled into several sub-processes: full comprehension, successful seleaion of an appropriate lexical item from the mental lexion, after which there is a failure to access phonological encoding of that item in the appropriate language.
Gesture as a Communication Strategy in Learners of French and Swedish
Authors: Gullberg Marianne
Published: March 2014

Three native speakers of Swedish learning French and three native speakers of French learning Swedish were asked to retell a cartoon both in their first and second language, and their use of gesture as a communication strategy was investigated. The quantitative difference between the NNS groups was found to be due to different proficiency levels rather than to the influence of LI, since no quantitative difference could be found in gesture use between the NSs of French and NS of Swedish. All speakers used more gestures per clause as NNSs, but the type of gestures used and their distribution was very similar across Lis. All NNSs use iconic and metaphoric gestures to compensate for lexical deficits, exploiting and illustrating features of the referent. Attempts to manage discourse result in deictic gestures to establish explicit co-reference and coherence. The same gestural behaviour could be found in all NSs, again irrespective of LI. It is suggested that the difference between strategic behaviour in LI and L2 is mainly a matter of degree.
Kijkend Leren
Authors: Kamma Karolien
Published: March 2014

The research reported on in this paper concerns the role of television in the lexical acquisition of a foreign language. Twenty higher educated adult learners of Dutch as a foreign language watched a 15-minute compilation of the educative television programs Klokhuis and Lucht. By means of a pre-post-test-design, it was examined whether the subjects learned words by watching and listening to the television programs.
The results indicated a significant learning effect, which persisted after a one-week time interval. There was also a tendency for the learning effect in the ten students who watched with explicit word-learning instruction (intentional learning) to be stronger than the learning effect in the students who watched without instruction (incidental learning). The learnability of a word was neither positively influenced by the visual support as extra contextual cue, as offered by television, nor by the number of times a word was offered in the television fragments.
It was concluded that television could play an important role in the lexical acquisition of Dutch as a foreign language.
Een Aardig Woordje Fries?
Authors: Ytsma Jehannes
Published: March 2014

Since 1980 Frisian has been an obligatory school subject in Friesland and the language is now an optional medium of instruction in every grade. In 1993, attainment targets were fixed. These specify that Dutch students must be able to speak Frisian at the end of primary school. However, given the (modest) position of Frisian in and outside school, one may wonder whether Dutch children are really able to speak the minority language. This paper addresses that question. Specifically, the focus is on productive vocabulary - a first prerequisite for speaking a language - and the speaking ability of Dutch 8th graders. It is shown that Dutch children's Frisian vocabulary is rather limited, and that their speaking ability is often low. On the basis of these results, some thoughts are advanced concerning the organization of the bilingual program in Friesland. In particular, it is argued that if schools wish to comply with the attainment targets, explicit attention to vocabulary development is called for, as well as increased input and output in the target language.
Vreemde-Talenonderwijs
Authors: Baten Lut
Published: March 2014

Eclecticism tends to be the most popular approach in current foreign language learning (FLL) methodology. This does not mean that the differences between methods or a diversification in the market have disappeared. On the contrary, diversified approaches continue to serve the different needs and styles of different learners and teachers. Therefore, the notion of 'method' is re-defined as the selection and programming of tasks. Instead of adjusting the learner and the teacher to the method, as was done before, choices are now made to optimalize the learning process of particular learners in a given learning environment. These choices should be sustained by research, a didactic FLL vision and by an array of materials and designs. Only then will the individual teacher or curriculum designer be able to fulfil his or her role as filter to adopt a method, adapt the approach and apply strategies. This task is not an obvious one.
Samenwerkend Woorden Leren Als Vorm Van Content Based Language Learning; Een Succesvolle Aanpak?
Authors: Hacquebord Hilde
Published: March 2014

Second-language learners need a vocabulary course that they can apply in content areas. Although many schools opt for a reading curriculum to support weak readers, many L2-readers still have difficulties at the word level. In the reading course Weet wat je Leest (Know what you are reading'), there is a vocabulary course especially for L2-readers. It is designed along the principles of 'natural word acquisition', in which attention to the unknown word and elaboration of its meaning on the basis of the co-text is important. Vocabulary learning strategies are presented in such a way that language learners can deal with it in a cooperative way. Cooperation between language teachers and subject teachers is also very important in this project. The experimental reading/vocabulary course has been implemented in several schools. Only 45 students took part in the vocabulary course, and were able to improve their results with respect to word knowledge. Also the control group improved on word knowledge, be it not to the same extent. In a small-scale study, we observed a number of students in the vocabulary course. It appeared that especially the 'overestimators' in the program among them improved their metalinguistic ability with respect to word knowledge, whereas the control Werestimators' did not; they even had lower scores on the post-test.
Schrijfvaardigheid in de Aansluiting Vwo-wo
Authors: Visser Irene
Published: March 2014

The general writing competence of students entering university in the Netherlands is seen as barely sufficient. Writing programmes in secondary education in the Netherlands are seen as deficient in many respects. Also, since teachers at secondary schools have so far been free to set their own writing standards, students in the first year of university courses generally display a wide range of proficiency in writing. The present situation is, therefore, far from satisfactory.
This article presents the findings of interviews held at the University' of Groningen during September and October 1997 on this subject, comparing these with relevant data from research papers and conference reports. It concludes with suggesting a solution to these problems of transition between secondary and academic education: a faculty-wide, systematic academic writing programme.
Modellen en Metingen Van Taalvaardigheid
Authors: de Glopper Kees , Janssen-van Dieten Anne-Mieke
Published: March 2014

This article contains a concise discussion of models and measurement of language ability. A general definition of the concept language ability is given, Subsequendy, psycholinguistic models of oral and written language production and comprehension are discussed. The nature and extent of individual differences in language ability are illustrated by means of a discussion of LI reading. Models of language ability are reviewed and areas in need of further research are identified. In conclusion, some tentative answers to pertinent questions on components, development and transfer of language ability are presented.
De Bruikbaarheid Van de Content-based Approach in de Nederlandse Context
Authors: Hajer Maaike
Published: March 2014

The content-based approach (CBA) to language teaching offers opportunities for language and content teaching in the Netherlands in a wide variety of contexts, varying from elementary school Dutch as L2 to university EFL-teaching. In order to promote the exchange of experiences and research from these different fields, this article proposes Dutch equivalents to key terminology (such as 'sheltered content', 'adjunct'model) as well as a common research focus. In empirical research, thoughtful attention should be paid to the teaching process within content-oriented language teaching. Therefore, characteristics of CBA- curricula and didactic procedures are summarized. It is argued that, in the present phase of development, small-scale case studies with a focus on the teacher and the teaching process are to be preferred over large scale quantitative studies with a focus on learner outcomes. More emphasis should be put on the content learning that takes place simultaneously with language learning.
Een Evaluatie Van Tweetalig Voortgezet Onderwijs in Nederland
Authors: Huibregtse Ineke , de Bot Kees , Coleman Loes , Westhoff Gerard
Published: March 2014

Since 1991, an increasing number of Dutch secondary schools have been offering a bilingual programme (Dutch-English) in the first four years of pre-university education. In 1995 a longitudinal evaluation study of this type of education was started. In this paper the first results of a part of this study are presented. The data concern the testing of the size of passive word knowledge, measured during two consecutive school years by means of a yes/no-test. The test results of the experimental groups are compared with scores of control groups. The results indicate that the experimental groups have a larger passive vocabulary but no differences can be found between experimental and control groups in the growth of the passive vocabular
Het Verloop Van de Communicatie in de Meertalige, Interculturele Setting Van Het Nader Gehoor
Authors: Ballout-Siemons Dorien , Doornebos Lydia
Published: March 2014

This study investigates the communication process in the asylum hearing. The asylum hearing is the only opportunity asylum seekers have to explain their reasons for applying for asylum. On the basis of this hearing, the Ministry of Justice decides if the asylum seeker is granted the status of refugee in the Netherlands. In the hearing, communication takes place between people with different languages and with different cultural backgrounds. This study investigates whether problems do occur during the asylum hearing and, if so, of what nature they are. The method we used in this study is bipartite. First, we analysed hearing reports in which the whole interview is written down. Second, we interviewed all participants in the hearing: the asylum seeker, the interpreter, the representative of justice, and the legal aid worker (who is involved but not active in the asylum hearing). The results show that communication problems do indeed occur during the asylum hearing. The problems are mostly caused by misinterpretation due to the different cultural backgrounds of the participants. Problems due to the different language backgrounds also occur, but mainly when the interpreter and the asylum seeker have different mother tongues.
Taalattitude, Taalvaardigheid, en Sociale Omstandigheden Van Marokkaanse Arbeiders in Nederland
Authors: Muysken Pieter
Published: March 2014

The present pilot-study was undertaken under the assumption that the acquisition of Dutch by migrant workers is governed by a complex set of social and individual factors including:
- degree and kind of contact with Dutch people;
- internalized norms governing the level of Dutch that migrants of different nationalities should reach;
- individual integrative motivations.
To determine which factors affect acquisition most, 20 Moroccans in Amsterdam, all of whom had been there for at least two years, were in-terviewed in depth.
Topics discussed in the interview included facets of their life in the Netherlands, their work situation, contacts with other Moroccans and with Dutch people, motivation to learn Dutch, preceived threats to ethnic and religious identity, experience of discrimination, etc.
A number of measures were calculated on the basis of the interview:
- syntactic index (based on MLU, agreement, article use, copula deletion);
- rating index (based on judgements of the Moroccans' taped speech by 48 subjects);
- social index (based on age, education, civil state, contacts, occupation, living situation, etc.);
- attitude index (including instrumental and integrative motivation, ethnic identity, sense of isolation);
- self-rating index (based on the informants' rating of their own linguistic level in comparison with taped voices The following correlations were found between these measures: rating social attitude self-rating
syntactic .82 .74 .64 .08
social .59
Further analysis of the informants' reactions to taped voices re-vealed: (a) a large gap between passive and active knowledge of Dutch; (b) stereotypes relating to a rather rigid stratification of ethnic groups in terms of their level in Dutch. Further research will have to reveal to what extent these stereotypes are normative for acquisition behavior.
Kennis van Lexicale Relaties Bij Blinde Kinderen
Authors: van Loon-Vervoorn Anita , Eibers Loekie
Published: March 2014

Blind children acquire their mother tongue in a relatively 'decontextualized' way, as compared to their sighted peers. Many word meanings which sighted children learn in a predominantly visual experiential context, have to be verbally explained and defined to blind children. In consequence, blind children may be deficient in the more experientially based aspects of word meaning, but may be aheadof their,sighted peers in their acquisition of the more verbally based meaning relations between words.
Our findings indicate that blind children do not seem to be 'ahead' of sighted children in the knowledge about verbally based relations but rather in the accessibility of the relations which they have in their lexicon.
De Verwerving van Morfologische Regels in Schrift
Authors: Dort-Slijper Marjolein van , Rijlaarsdam Gert , Ditzel Maaike
Published: March 2014

In order to provide authors of text books with empirical data on the acquisition in Dutch of written morphology in nouns, verbs and adjectives, several empirical studies were undertaken. In this article, the second study is reported on the performance of the morpheme -en in a special case of adjectives in Dutch: material adjectives such as 'gouden' (gold). The study tried to determine factors which affect the performance in reading and writing. Factors involved were two interference factors (plural in adjacent nouns; normal adjectives), cognitive task (comprehension versus writing) and two syntactic factors (grammatical function and position in the sentence of the constituent. Subjects (n=80, grades 6 and 7, from four schools) individually completed a comprehension and a production task in which factors were systematically varied. No effects of cognitive task were observed. Therefore only results for the production task were reported in detail. It turned out that material adjectives were more difficult than normal adjectives, and that within the category of material adjectives two subcategories should be distinguished, the easier one in which the morpheme is preceded by a stressed syllable as in 'gouden', and the more difficult one in which this is not the case, as in 'zilveren'. Of the two syntactic factors, only the grammatical function seems to affect the performance: adjectives in constituents with subject function were more difficult than adjectives with other grammatical functions; interactions between group and category of adjectives were found. Of the two interference factors, both factors seemed to affect performance.
Woordkennis Van Turkse Kinderen in de Bovenbouw Van Het Basisonderwijs
Authors: Verhallen-van Ling Marianne , Özdemir Leyla , Yüksef Evrim , Schoonen Rob
Published: March 2014

In this study the breadth and depth of lexical knowledge in bilingual Turkish students in the Netherlands is compared to this knowledge in monolingual peers in Turkey. The Dutch students also performed a Dutch test on deep lexical knowledge, i.e. the Word Association Task (WAT).
The results show that the bilingual children lag behind their peers in Turkey in both breadth (Peabody Picture Vocabulary Test) and depth (WAT) of lexical knowledge. Differences in deep lexical knowledge are relatively small compared to the differences in breadth of lexical knowledge. Furthermore, it turns out that the bilingual children's performance on the Dutch WAT is better than on the Turkish WAT.
These findings are discussed in the context of transfer of lexical knowledge and the need for adequate vocabulary instruction to (bilingual) children.
De Verwerving Van Morfologische Regels in Schrift (III)
Authors: Dort-Slijper Marjolein van , Rijlaarsdam Gert , Breedveld Eva
Published: March 2014

In order to provide textbook authors with empirical data on the acquisition in Dutch of written morphology in nouns, verbs and adjectives, several empirical studies have been undertaken. In this article, the third study reports on the performance of the morpheme -e in a special case of adjectives in Dutch: the adjectives derived from participles. The study tries to determine the possible interference between the morphological rules for verb inflection (past tense) and adjective declension in reading and writing. Five classes of adjectives were distinguished according to order of relative difficulty established a priori. Subjects (n=157, grade 6, 7 and 8 from two schools) individually completed a compre-hension and a production task in which factors were systematically varied. Also a recognition test on the spelling of the past tense of verbs was administered.
The results showed an effect of categories of verbal adjectives in the production task, but only for groups 7 and 8; group 6 was not sensitive to the differences between the categories. In the recognition task, no effect of type of adjective (verbal or normal) was found for groups 7 and 8; but for group 6, performance on verbal adjectives was lower for the three most difficult categories of adjectives. In the production task, all three groups performed lower on verbal adjectives than normal adjectives in the two most difficult categories of adjectives.
It turned out that groups which acquired spelling rules for the past tense of verbs to a higher level, made more errors in the spelling of verbal adjectives, especially in the two categories of adjectives which related the strongest to the spelling of verbs. It was concluded that indications were found that negative transfer or interference is present. Authors recommend changing the order of phases in which spelling rules are trained: from 'adjective declension-verb inflection (past tense)-verbal adjective declension' to 'adjective declension (including verbal adjective declension)-verb declension (past tense).
Media Language and Representations of Identity
Authors: Bell Allan
Published: March 2014

The use of language in the mass media is an act of identity. The media offer us representations of the identities of groups and individuals, and are even implicated in the very nature of contemporary identity. Drawing on the work of the British socio-logist Anthony Giddens on late modernity, this paper examines four aspects of identity in contemporary society, and illustrates and evidences them by analysis of New Zealand television advertisements. Firstly, human identity in the late modern age is 'reflexive', by which the media and their language reflect back images of the self. Secondly, modern identity is at least in part a 'narrative of the self, and many advertisements frame their appeal as aspects of personal biographies, including in particular personal choices and the lifestyle which constitutes them. Thirdly, the media are the crucial technologies in the re-organisation of time and place in the modern wodd, and offer a wodd for consumption. Lastly, the media are the means by which the global reaches into the local, and the local can be disseminated to the rest of the globe. These characteristics are manifested and identifiable across all levels of language.
Waarom Veroveren 'Hun' Onze Taal?
Authors: van Hout Roeland
Published: March 2014

Like English, Dutch has a case distinction in the pronoun of the third person plural. English makes a distinction between they versus them, Dutch distinguishes zij and hen/ bun (in addition to the reduced forms ze). Nowadays, hun occurs frequently in large areas of the Netherlands as a subject pronoun. Its use is largely restricted to spoken Dutch, but it provokes strong feelings of abhorrence among the gatekeepers of a correct standard Dutch. This contribution gives an overview of the linguistic and sociolinguistic data available and of the types of explanation put forward to account for the sudden rise of this oblique form in subject position. (New) dialect-geographical data presented lead to the formulation of a framework which redefines and integrates linguistic and socio-linguistic explanations or effects. An important feature of the framework is the interaction between the different effects responsible for the strong rise of hun (='them') in subject position.
Interactief Taalonderwijs Voor Jonge Kinderen
Authors: de Blauw Akke , Damhuis Resi , Droop Mienke , Kienstra Marijke , Verhoeven Ludo
Published: March 2014

This article describes the basic principles of interactive language teaching, as currently developed by the National Centre for Language Education (Expertisecentrum Nederlands). Based on a social constructivist view on learning and development, we argue that language education in the primary grades should aim at social, authentic, and strategic learning. We show how these principles are applied to the teaching o f oral/communicative language skills and vocabulary acquisition. A framework for literacy standards, and its consequences for assessment is also discussed.
"Die wat Betekent Die?"
Authors: Deen Jeanine
Published: March 2014

In conversations between native and nonnative speakers, problems in understanding may occur quite frequently. If one of the speakers tries to repair the trouble, negotiation of meaning will take place. This article describes the roles native and nonnative speakers of Dutch play in negotiating meaning in informal and institutional conversations and the influence of language proficiency and setting on the role distribution. Interaction data were used from a large longitudinal adult second language acquisition project (Perdue, 1993a/b). The relative distribution of the three main negotiation moves (trouble indicators, trouble clarifications and confirmation checks) showed that asymmetry occurs in both types of conversation at all three moments of measurement indicating that language proficiency is indeed a factor causing asymmetry (c.f. Deen, 1997). The nonnative speaker and the native speaker held complementary roles, the former mainly indicating trouble and the latter clarifying and checking. The influence of setting on the asymmetry was less clear because there was little difference between the two settings. The semi-authenticity of the data may partly explain this outcome. Furthermore, it could be shown that the use of confirmation checks by the native speaker could be an indicator of dominance but only when there is competition between the two speakers.
Diepe Woordkennis als Maat Voor Algemene Taalvaardigheid?
Authors: van der Linden Elisabeth , Bogaards Paul , Greidanus Tine , Nienhuis Lydius , de Wolf Tom
Published: March 2014

This paper describes an investigation into the relation between the results of a newly developed test of deep word knowledge (DWK) and a series of other word knowledge tests as well as a writing task. The DWK consists of 63 items constructed along the following model: one stimulus plus 6 responses. Each stimulus belongs to one of five frequency classes. The responses are not less frequent than the stimulus word. Students are to pick out the responses which bear a relationship to the stimulus word. Dutch students studying French in their first, second and third year and 26 French 17-year-old high school pupils took the test. The result showed that it has a strong discriminatory power between the groups. The results of the DWK were compared to a broad word knowledge test administered to the first-year students and yielded a high and significant correlation. Comparison with another deep word knowledge test, based on the EURALEX French tests and administered to the third-year students, showed a smaller and non significant correlation. This lower correlation may be due to the greater homogeneity of the group of third-year students. The first- and third-year students did a written assignment, which was scored along a rough scoring model. A t-test showed that the third-year students performed significantly better than the first-year ones. Correlations between the scores of the deep word knowledge test and the writing task were found to be high and significant. This is mainly due to the correlation for the first-year students. The smaller correlation for the third-year group is possibly due to the greater homogeneity. Another explanation could be that the scores for writing for third-year students are more strongly influenced by factors other than word knowledge such as style, text structure and text markers, as well as more complex sentences. It could also be the case that the third-year students' texts show a lexical richness, including rare words, which is not covered by the DWK
Een Passende Woordkeus
Authors: van de Guchte Carry , Vermeer Anne
Published: March 2014

This article deals with the selection of words for curriculum materials, in the light of the choice made in a cdrom on vocabulary learning and a language learning method in primary education. First, some criteria for vocabulary selection are discussed. Next, it is shown that the selection of words feeds on two sources: on the theme in question, and on a word frequency list. Further, examples are given to show that the selection of words is dependent on the medium of instruction and the type of interaction. Finally, the different roles of teachers and those who develop curriculum materials are discussed.
Exploratief Corpusonderzoek naar Partikel-Werkwoorden en Finietheid in Eerste-taal Verwerving
Authors: Schotvanger Yvonne
Published: March 2014

In the early stage of Dutch first-language acquisition, conjugation is thought to be applied to particle verbs indicating movement (e.g., hij gaat weg/he goes away) rather than to causative particle verbs (e.g. Jas openmaken/coat open-make) (Jordens, 2000). Here, we validate this hypothesized relation between semantics and morphology using spontaneous speech-data from two different groups of children: children with a normal language development and children with a Specific Language Impairment (SLI). Utterances from both groups were compared for finiteness (i.e., conjugation) of particle verbs of the two semantic classes 'movement' and 'causation'. The results indicate that finiteness of particle verbs is indeed determined by the semantics of the verbs. Furthermore, we conclude that young SLI-children prefer to use the less complex structure of particle verbs of movement to causative particle verbs.
Remedioom als Remedie?
Authors: Keijzer Merel
Published: March 2014

This study seeks to investigate the effect a computer-based intervention program can have on the spelling skills of Dutch dyslexic or poor second-language learners of English in secondary education. The program, named Remedioom, aims at improving English spelling skills by making pupils explicitly aware of the internal structural patterns in English words through a visual mode. This visual manner of presenting English vocabulary is based on Van Berkel's (1999) theory on how children learn English as a foreign language. The results indicate that effects are indeed greater for children receiving intervention by means of Remedioom than for those who receive intervention through a traditional paper-and-pencil method. However, the visual mode itself does not appear to cause these effects, but rather the mere structural approach, which moves away from the focus on meaning as adopted in a paper-and-pencil method. Indeed, an auditory-based computer program, with which Remedioom was also compared, produced similar significant results when related to the results of the pupils in the paper-and-pencil condition.
Hoe een Goed Antwoord Niet Goed Kan Zijn
Authors: Hoekstra Annemarieke
Published: March 2014

>According to socio-cultural psychologists, children learn by interacting with their environment and the people that surround them. For this, evidence is found in descriptions of children interacting with their caregivers. This view of learning through interaction is widespread in educational research, though evidence of learning through interaction in the educational context is still lacking. In this study, Conversation Analysis was used to explore interaction in individual help-dyads during math lessons to obtain more insights into the practice of classroom interaction. Four patterns of conversational moves by the teacher are found that prevent the pupil from being able to show full understanding of the task. The discussion part of this article focuses on the question whether and in what way Conversation Analysis of classroom interaction can contribute to the theory building of learning through interaction.
De rol van Taal Variatie en Taalafstand in de Communicatie Tussen Zweden, Noren en Denen
Authors: Doetjes Gerard
Published: March 2014

The typological and lexical similarities between the major Scandinavian languages Danish, Norwegian and Swedish as well as a feeling of economic, political and cultural togetherness, facilitate direct interscandinavian communication. Communication participants use their own languages, both in speaking or writing and in decoding what is said or written. This specific situation is called semicommunication. There are, however, problems in semicommunication, too. The pronunciation of Danish has changed strongly over time, and English has strengthened its position as a global lingua franca. The question of how well Scandinavians really understand one another is, therefore, an interesting one. Research has shown that Norwegians have a better understanding than other Scandinavians. This can be accounted for by their language's intermediate position. Another explanation is the linguistic variation in Norway, making Norwegians more experienced in interpreting small differences between language variants. In my MA-thesis, I have focussed on the differences as regards Norwegian language variation experience between the smaller and more experienced Nynorsk group and the bigger and less experienced Bokmål group. Both groups' understanding of written Swedish was tested. A Danish control group took the same test. Results show that the Norwegian group in general had few problems understanding written Swedish. A difference between the Nynorsk group and the Bokmål group, however, could not be found.
Tussentaalregels, Strategieēn en Taalproductieraechanismen
Authors: Jordens Peter
Published: March 2014

For a correct understanding of the causes of errors made in the interlanguage (IL2) system by a L2 student, a knowledge of (contrastive) linguistics and language (learning) psychology is essential. Error analysis as an a posteriori approach of IL2 has only a heuristic function.
IL2 expressions (correct and incorrect) can be viewed as the product of either IL2 rules or IL2 strategies. The application of IL2 rules is an unconscious or automatic process; the use of strategies, conversely, is a conscious or controlled process, aimed at solving as efficiently as possible problems caused by TL2 deficiences, and experienced as such.
An explanation can be seen as a cause only when the alternative explanations have been disqualified by means of hypotheses-testing research.
Since IL2 errors are the result of a IL2 production process, language production mechanisms should be taken into account in the explanation of IL2 expressions as well.
In the German (L2) of Dutch and American students, errors in case marking occur often in passive sentences. A few examples:
(1) Es wird bei ihnen einen Fall erwähnt, wo es kaum anzunehmen wäre.
(2) Dies geschieht indem einen Glottisschlag gebildet wird.
(3) Er werde ... wie einen Hirsch oder als Hirsch erlegt.
There are three possible explanations (hypotheses) for these errors. They have been tested experimentally as rule-hypotheses.
From this it became apparent that the case errors in the IL2 expressions (1), (2) and (3) have to be explained on the basis of a language production mechanism which Kempen (1977) calls 'partial parallelism'. The errors in case marking - which appear to occur particularly often at the end of passive sentences - can only be explained when one assumes that case marking of the actual subject-NP at the end of the passive sentence is determined on the basis of the semantic relationship between this NP and the main verb. That the passive form of the sentence here has less influence on case marking is the result of the fact that the process of case marking on this NP, and the realisation of the passive form, do not run parallel. That there are no serious problems at the beginning of the passive sentence can be explained by the fact that subject selection and case marking can already take place before the choice of a predicate is determined. Here, the subject-NP determines (the form of) the predicate, while at the end of the passive sentence it is the semantic relationship NP-main verb which ensures that an accusative case is conferred on the actual subject-NP.