bluuebunny/crossref_metadata_2025 huggingface dataset:
Lezen Volgen In Het Basisonderwijs Met Liskal
Authors: Oud Han
Published: March 2014

The use of the Kalman filter in the Dutch pupil monitoring system LISKAL makes it possible to reduce with 30 to 50% the estimation error variance resulting from Bartlett's well-known cross-sectional factor score estimator. The PC-program LISKAL is based on a longitudinal LISREL model of reading achievements of pupils in primary education. It combines past and present information from educational test scores to estimate optimally individual pupil's achievements in reading skills: decoding speed, reading comprehension and spelling.
It is explained how LISKAL works and how it can be used by the teacher in the class room. Most LISKAL results are given in graphical form. Different kinds of information are provided by LISKAL: 1) the individual pupil's achievements are compared at successive time points with those of a normative group, 2) the pupil is compared with itself at previous points in time, 3) on the basis of the model predictions can be made of future achievements to enable the teacher to take timely intervention measures, 4) by comparing predicted development with actual development the effect of intervention measures can be evaluated, 5) in addition to individual developmental curves the program also generates mean curves for groups of pupils as, for example, classes or schools.
In the present version of LISKAL achievement variables are present as standardized variables in the form of z-scores, having mean 0 and standard deviation 1 at each point in time. This implies relative assessment in relation to a normative group. However, teachers are often interested in absolute developmental curves, especially for low achieving pupils. The problem of estimating absolute developmental curves can also be solved by means of the Kalman filter. The LISREL model on which it has to be based is more complicated, however. Absolute assessment will be added as an option in a new version of the LISKAL program based on a new research project with a nationwide sample of 3430 pupils.
De Moeilijkheidsgraad Van Technische Vertalingen
Authors: van Zaaien Frans
Published: March 2014

Have you ever had problems reading the directions for using a newly bought piece of equipment? If so, than apparently it was a translation that gave the translator difficulties.
The degree of difficulty of a translation is determined by various factors, and depends not only on the knowledge the translator has of the subject matter and its specific jargon. It can also depend on the way in which the source text was delivered, e.g. without explaining figures, and equally on the technical knowledge the eventual reader possesses. The term "degree of difficulty" is therefore relative and can have a different value, dependent on the task.
A further problem with technical translations for consumers is the product liability that is going to be more and more an essential part of directions for use. This article addresses the question of what can be considered a good technical translation.
Conferentietolken In Theorie En Praktijk
Authors: van der Linden C.M.
Published: March 2014

Conference interpreting is a relatively recent and highly specialized branch of one of the oldest professions in human civilization. Since its inception at the Peace Conference of Versailles the profession has rapidly expanded: an ever increasing number of international and private organizations require interpreters for their meetings. Two main modes of interpreting are currently in use: consecutive and simultaneous interpretation. In consecutive interpretation speakers can talk freely for about 5 minutes and the interpreter gives a full rendering of what has been said after the speaker has finished. Simultaneous interpretation requires a technical installation comprising soundproof booths, headsets and microphones which enables interpreters to give a running interpretation. Both are complex techniques: all elements of the reception-assimilation-reproduction sequence need to be perfectly mastered. At the moment there are relatively few qualified professional conference interpreters. AIIC (Association Internationale d'Interprètes de Conférence), the only world-wide association of professional Conference interpreters, has around 2000 members in 68 countries. The Dutch language has acquired international status in the institutions of the European Community. Even today most Dutch interpreters work for the EC. Their professional outlook therefore depends on how the position of Dutch within the EC evolves.
Eerst Vertalen, Dan Lezen? De Invloed Van Vertalen Op De Leesattitude
Authors: Linn Stella
Published: March 2014

We may assume that there is a relationship between the various ways in which literary texts can be interpreted, and the strategies that can be applied in their translation. Inevitably, translation strategies only pay attention to a limited number of aspects of the original text. It is, indeed, impossible to preserve all the aspects of a literary text in translation - the whole contents, the exact form, the rhythm, metaphors, puns and so on. This implies that the translator always has to choose so as to keep the features he considers most important, while giving up others.
Since translation is a special kind of interpreting and reading, reading and translation strategies are bound to be interrelated. This paper deals with the influence of translating on the reading competence (and vice versa) and shows that when one is translating a text, one becomes more aware of the different ways in which it can be read and interpreted, and this, in turn, makes the translator more conscious of the choices (s)he can make. It is possible, then, to establish a 'hierarchy of priorities' in which the translator can take translation decisions more deliberately.
I became aware of this influence of translating on reading attitude when I was leading a translation project at the University of Groningen, in which a group of students translated a number of poems of the Spanish poets Antonio Colinas and Julio Llamazares into Dutch. It appeared that during the classes, while we discussed the first Dutch versions of the poems, the students became gradually aware of a number of features they had not realized before, such as the intentional ambiguity of Colinas' word order, the use and significant position of certain key words, the musical qualities of the poems and the etymology of certain terms. This changing attitude brought about a number of modifications in our translations: the source texts were followed with more precision, importance was given to the preservation of various interpretations and the identification of key terms, the etymology of words was maintained wherever possible, the students tried to keep rhythm and musical effects and became sensitive to word order.
This experience shows us that translation can have a useful place in the teaching of foreign languages, in that it sharpens the reading attitude, stimulates the analyzing and interpreting competences, and makes students more aware of the various choices they have when translating, and of the consequences these bring about.
Vertalen In Het Talenonderwijs
Authors: Langeveld Arthur
Published: March 2014

The question was addressed whether it is useful to pay attention in modern language teaching to translation on a higher level than that of simple disconnected sentences. The author concludes that translation of complete texts to and from the foreign language can improve language proficiency.
Niet-Intentioneel Gebruik van de Eerste Taal in Mondelinge Tweede-Taalproduktie
Authors: Bongaerts Theo
Published: March 2014

The results are presented of a study of unintentional switches to the L1 in L2 speech production, and the relevance of the findings for current views on bilingual speech production is discussed. The data for the study are 771 unintentional switches to Dutch at the word level in a 140,000 word corpus of L2 speech produced by 45 Dutch learners of English at three different proficiency levels.
The learners' use of switches to the L1 appeared to be related to their L2 proficiency level. Function words were more often involved in unintentional codeswitching than content words, particularly in the case of the less advanced L2 learners. These findings are interpreted as providing support for current spreading activation accounts of lexical access in bilingual speech production in which the relative frequency of L1 and L2 words in the learner's repertoire plays an important role.
Following Levelt (1993), it is assumed that the frequency effect plays a role at the lexeme or word form level rather than at the lemma level. Arguments are advanced that the unintentional use of L1 words in L2 production can be viewed as the result of errors, or slips, in lexical access at the lexeme level. Most switches were not in any way adapted to the L2 system, but there were a few instances of morphological (12) and phonological (10) adaptation to the L2. The cases of morphological adaptation all involved the use of a Dutch base form (stem) without the appropriate Dutch inflectional morpheme. In all cases the unintentionally used Dutch words were adapted to English in the sense that, in accordance with the rules of English, no inflectional morphemes were added to the stem. The absence of Dutch inflections offers support for Myers-Scotton's (1993) Matrix Language Frame Model, which predicts that in L2 + L1 constituents, in which L2 is the matrix language and L1 the embedded language, inflectional morphemes are supplied by the L2.
Finally, on the basis of the occurrence of certain adaptations in the data and the absence of certain other adaptations, it is, be it tentatively, concluded that inflected words must be stored in the mental lexicon both fully and in decomposed form and that there is a checking device which intercepts forms that are not represented in the mental lexicon.
Taalproduktie en -Ontwikkeling
Authors: Wijnen Frank
Published: March 2014

The question that is addressed in this contribution is: to what extent does the language production mechanism in children differ from that in competent adult speakers? It is assumed that utterance planning in adults is a hierarchical process, in which relatively autonomous processing components successively build conceptual, syntactic and phonological representations. Each component of the production system, however, makes use of the same basic processing algorithm, the so-called frame-and-filler mechanism. The developmental question can thus be rephrased as follows: (a) Do the representations constructed at the various levels change as a function of age? (b) Do the basic planning algorithms change?
Three longitudinal studies of spontaneous speech production in 1.5 to 4-year-old children are reviewed. The first study presented a child in which the transition from telegraphic speech to a morpho-syntactically more mature type of language use led to a temporary increase in speech disfluency (interruptions, repetitions, self-corrections etc.). It is argued that the disfluency peak reflects a re-arrangement of syntactic planning, which is necessitated by the development of the child's morpho-syntactic knowledge.
The second study compared slips of the tongue in adults and children, particularly word and sound substitutions. Basically, the patterns found were similar for adults and children. Not only in the adults, but also in the children the linguistic elements that interact in speech errors are inherently or contextually similar. This suggests that the frame-and-filler mechanism is developmentally invariant.
The third study investigated the optional realization of metrically weak syllables and morphemes in children's utterances. The results indicate that this phenomenon can be related to a constraint on phonological planning frames, viz. that only trochaeic feet are allowed.
The conclusion that can be drawn from this review is that in the development of language production, the representations (planning frames) change, but the planning algorithms remain essentially the same.
Het Verbeteren van Andermans Tekst; Evaluaties, Diagnoses en Effectieve Revisies van Leerlingen Eind Basisschool
Authors: van Gelderen Amos
Published: March 2014

Results of a study into revision skills of 32 elementary school pupils (grades 5-6) are presented. A further analysis is given based upon concrete revisions these students have carried out and on their verbalizations during the process. The experimental task consisted of revising a given expository text supposedly written by a fellow student, but in fact composed on the basis of several texts written by students of the same age. Subjects were asked to think aloud and were specifically asked to evaluate each part of the text to be revised. When problems were detected a diagnosis and suggestions for improvement had to be given. Finally subjects dictated their revision to the experimenter.
The analysis aims at the question what specific difficulties in the revision process might explain the virtual absence of revision activity at the level of communicative content in students' normal writing behaviour. Based upon a model of the revision process by Bereiter and Scardamalia (1987) some explanations are explored. This so-called CDO-model (Compare, Diagnose, Operate) suggests that writers go through a recursive process in which the three components are the most important cognitive steps.
Although the results of the study show that most students do possess the necessary skills to carry out each of the steps (under experimental conditions designed to facilitate the revision process), it is also shown that the students still have an inadequate concept of the task. More specifically, their awareness of the consequences of changing parts of a text for surrounding parts is limited, and the students are not inclined to check these consequences mentally before carrying out a final revision. This explains why the students were rather successful in detecting problems in a text, diagnosing them and eliminating them, but at the same time introduced new problems (both at the level of communicative content and formal aspects of usage). Some implications for teaching writing at the elementary level are discussed.
Computerondersteunde Schrijfvaardigheidstraining in Het Vreemde-Talenonderwijs
Authors: Meise Leijn
Published: March 2014

Government secondary education policy is aimed at students acquiring elementary computer skills such as word processing and database use. Training such skills is not really effective if they cannot be put into practice. An obvious application of word processing is computer-assisted training in writing a foreign language. Practising this skill usually involves looking up a great deal. So database use can be integrated by storing reference materials in a database. For computer-aided writing (CAW) in English, German and French the application Schrijfhulp (Writing Aid) has been developed. It contains information on writing letters (personal letters and business letters), examples of ways in which language functions can be expressed, and grammatical information. Schrijfhulp is linked with electronic dictionaries. The information is available on-line: it can be consulted while using the word processor. Computer-aided training in writing offers a good setting for students' self-activity. Furthermore, there are reasons to assume that CAW is more effective than paper-and-pencil writing activities. Teachers experience CAW as quite a radical change in FL-writing training. For this as well as other reasons CAW and its effects deserve further research.
Popularisering van Vakteksten
Authors: Ensink Titus , Sauer Christoph
Published: March 2014

Popularization is a form of communication between an expert and laymen. Not all popularized texts are written by experts, however. Often persons with less expertise have to rewrite highly specialized texts so as to make these texts accessible to a more general audience. In this paper we try to establish the main characteristics of this rewriting process. Furthermore, we formulate four principles on the basis of two parameters: 'surface vs. deep structure of the texť and 'material/technical perceptibility vs. cognitive accessibility of the text'. The two parameters yield four principles: readability, comprehensibility, usability, applicability. These principles can serve as guidelines both for the analysis of the expert text, and for its subsequent rewriting into a popularized text.
Het Schot en de Roos. Over het Invoeren van Computerondersteund Onderwijs
Authors: Mirande Marcel J.A.
Published: March 2014

In computer-aided learning (CAL) usage in higher education, five stages can be identified: (1) complete unfamiliarity, (2) orientation, (3) introductory, (4) regular, and (5) integrated usage. Many faculties now find themselves somewhere between stages 3 and 4, which is characterised by sorting out or establishing policies, creating budgets, finding a coordinator and developing an implementation scheme or protocol. For help at implementing CAL during stage 4 we use the metaphor, "hitting the bull's-eye", to identify four important impact points.
The first is to clearly recognize the critical success factors that normally accompany effective CAL usage. In total we identify 11 factors that can be divided into three hierarchical levels: the strategic, the organisational, and the operational levels of an educational institute. On the basis of an investigation, those responsible can uncover in which part(s) of an organisation conditions are most favourable for successful implementation.
The next step would be to place the target, e.g. project type most likely to succeed, in the most appropriate environment. An inquiry can be held among all teaching staff involved in the curriculum that has been identified as most propitious. Questions to be included in the inquiry should address themselves to a portion of a teacher's course and should be rated on six criteria: (1) the basic teaching objective(s), (2) desirability/need for improving education, (3) teaching staff cooperation, (4) stability of learning materials, (5) target group size, and (6) the cost of training. The higher a particular course component scores on these criteria, the more likely it is to become chosen for a CAL solution.
The third step is to follow the experience of the master; those who have already made successful usage of CAL. Twenty-one successful applications of CAL have been collected in a book titled, 'The merits of CAL' (De kwaliteiten van computerondersteund onderwijs, Mirande, 1994). Therein it appears that in higher education, CAL is successful in five different ways: (1) removing deficiencies, (2) increasing practice opportunities, (3) substitution for group work, (4) renewal of lab work, and (5) efficient testing and test preparation.
The fourth point is to continue trying until the shot has hit the bull's-eye. This can be seen as a form of quality control or fine tuning of a product with special attention to didactic and content needs in the program under development.
Luistervaardigheidstraining met Video en Wincalis
Authors: Lelieveld Frederieke
Published: March 2014

This paper discusses the possibilities of multimedia in language teaching and describes some example lessons for training listening comprehension with video. The lessons were created with WinCalis. The most important thing that was said about the teaching of listening comprehension, was that the training of listening should resemble real-life listening situations (Ur, 1984). When we listen we usually have a purpose and expectations. We listen actively to what we hear, make active use of context and use our own knowledge to understand what we hear. We usually listen to short chunks of language and are able to see the person speaking and the situation around him. If a response is needed, it is given directly after listening and this response is also reacted to immediately.
Video can be used for training listening, because video allows listeners to see the person speaking and his surroundings, and because it gives an enormous amount of visual support. Two programmes were used for the lessons: a show about animals and a programme with magic and tricks.
The lessons are meant to illustrate the maximum level of the Core Curriculum. Therefore the criteria mentioned in the core objectives are very important. The texts have to be authentic and use simple language. The texts used for the lessons are taken from -programmes for children and conform to these criteria. Still, the texts are relatively difficult, so the tasks that go with them should be kept fairly simple. The questions ask for information that is mentioned explicitly in the fragments or students are asked to think of their own solutions.
It is shown how the pedagogical principles for training listening comprehension are incorporated in the lessons. Students get prepared as to the subject of the lessons so they know what to expect. They are told what to listen for before they see each fragment, so they have a purpose in listening. Feedback is provided immediately after each question is answered. Everything has been tried to make the lessons fun and to make the students listen actively. Trying to solve the tricks is so amusing and interesting that you cannot help but watch and listen carefully. Hopefully, students will realize that they can easily understand and enjoy an English programme on television.
Paradise
Authors: Reynaert Martin
Published: March 2014

The aim of the designers of PARADISE is to create a program which should become to language teachers and students what the word processor currently is to whoever writes.
Language teachers can use it as a tool which enables them to prepare CALL-materials on the basis of texts of their own choosing. This the program provides for in a highly user-friendly way. The program allows language students to independently explore foreign language texts. The morphological analysis performed by the program supports this on the grammatical level and opens the way to its electronic dictionaries.
Any text in ASCII format can serve as input. No prior editing or codifying is needed. The program analyses the text on the morphological level. Modules supporting English, French and Dutch are available. The analysis adds linguistic labels to each word in the text specifying its lexeme, word class and grammatical form. A huge amount of words in a text are ambiguous on the morphological level. In these cases the various possible lexemes are specified on the label. The data on the labels are used as a means to make a selection out of the words in the text. The user can ask for words of any word class, in any form, to be selected. He is given the choice between avoiding ambiguous forms or disambiguating them manually. The words selected are meant to serve as the basis for various kinds of grammatical or lexical exercises.
The teacher is given a wide range of options in order to specify what a specific exercise should look like. Help may be given in various forms, feedback may be added to be displayed in specific situations.
The exercises can be presented to the students on an autonomously functioning floppy disk, on paper or from within the main program. The latter allows for the integration of audio, e.g. for dictation purposes.
The general idea behind PARADISE closely resembles that behind its precursor, ADAM & EVE. However, PARADISE recognises 98% of words in a newspaper article, on the basis of its internal word list containing about 50,000 lexemes and their associated word formation rules. Adam & Eve selects words on the basis of lexical frequency lists, containing about 20,000 words. PARADISE also handles ambiguity in an elegant way ADAM & EVE can not. The frequency lists in Adam & Eve can be expanded by the user, but this is not an easy task. PARADISE can easily be 'taughť new words. PARADISE allows for more kinds of exercises to be prepared and leaves the teacher full control over the process, while ADAM & EVE automatically generates a set of predefined exercises, some of which may prove to be useless. It is concluded that PARADISE is a highly useful tool for language teaching purposes.
COO Spaans
Authors: de Graaff Rick
Published: March 2014

Two CALL programs for Spanish as a second language are reviewed and their practical applications are compared and discussed. Cuanto Antes is a typical drill-and-practice program, designed and edited by an individual teacher for additional practice in the normal language classroom. It aims at training vocabulary in context. For this purpose the program is simple and effective, but possibilities for explicit feedback more than just right/wrong evaluation are very limited.
La Conexión Española is a complete language course for communicative business purposes. The program on laserdisc contains video fragments with or without subtitles, vocabulary, grammatical and functional explanation, and some additional oral and written activities. But although these kind of multimedia programs can be very useful for creating a communicative learning environment, student-student and student-teacher interaction remains essential for real language acquisition.
COO NT2
Authors: Jetten Martine , de Vries Annemiek
Published: March 2014

In this review five computer programs will be discussed: Vocabulary and Grammar (E. Franken), Dutch for Foreigners (G. Ruijl), Grammar of Dutch as a Second Language (S. de Vos), Edittraining ( . de Graauw and M. Stortelder), and a Dictionary of Dutch as a Second Language (M. Jagtman and M. Klijn). They were developed especially for Dutch as a second language. The programs are meant to be aids for different areas of language learning such as vocabulary, grammar and listening comprehension.
Our general opinion about these programs is that they have not reached a mature level yet. The programs have problems concerning the functionality of the exercises and the amount and type of feedback given. Another problem is the fact that the programs do not integrate the different language skills. A positive aspect, on the other hand, is that the programs give the student and the teachers the possibilities for differentiation and self-education.
The conclusion is, therefore, that these programs for Dutch as a second language need to be seriously improved, if we want the programs to be a true aid in language learning.
Taaltoetsen, Kloof Tussen Vraag en Aanbod?
Authors: van Weeren Jan
Published: March 2014

After defining the notions in the title of this paper an attempt is made to answer this question with specific reference to final examinations. As for foreign languages, reading comprehension tests (RCT) are part of the final examinations for the various levels of secondary education. These RCT are dealt with in relation to their
1. face validity
2. criterion validity
3. content validity
4. construct validity
Possibilities of improving their quality and related problems, are discussed.
Attention is also paid to the relationship between the importance attched to the RCT in the final examinations and the results of research concerning the needs for foreign language knowledge.
Taalattitudemeting in Theorie en Praktijk (TAS)
Authors: Spoelders M.
Published: March 2014

Empirical investigations of the so- called affective factors in foreign- language teaching /learning processes regularly make use of instruments which are designed to measure the general attitude towards foreign- language learning. They frequently consist of ad hoc construc-ted, often insufficiently refined scales. The step- by-step construction of a Likert- type foreign- language attitude scale (TAS: Taal-Attitude-Schaal) is discussed. Though originally conceived to meet certain scientific needs, TAS may also be used in educational practice. The results of a first investigation concerning the predictive validity of TAS and the determination of the initial attitudes of pupils at the beginning of the first year of the secondary school are reported. They fehow that the predictive power of the general attitude towards foreign-language learning (as measured by TAS> is rather weak.
Over Het Toetsen Van Het Schrijfvermogen in Het Moedertaalonderwijs
Authors: Wesdorp H.
Published: March 2014

Two methods for measuring 'writing competence' are discussed. We can try to measure on the one hand general language competence, and on the other hand specific writing competence. General and specific competences are strongly related, and it is postulated that general linguistic competence is much more important than the specific competences (for writing, reading, speaking and listening).
The two ways for measuring writing competence are:
1) The direct method, which tries to judge the 'writing performance' of subjects. Essays are marked wholistically (the impressionistic or global method), analytically, or by means of a composition scale. In all cases more writing-products (i.e. essays) are needed, and more markers per essay to ensure a reliable and valid measurement.
2) The indirect method, which tries to measure the performance in other language areas than writing; the subject does not accomplish a real writing-task. Examples of this method are: the interlinear test, the multiple choice writing skills test, reading comprehension tests, cloze tests, etc.
The direct method aims at the specific writing competence; the indirect method at general verbal competence. The first method is generally unreliable and consequently a weak predictor of the specific writing competence. The latter method is mostly reliable and in general predicts writing competence better, although the method cannot be as content-valid as the direct method. The different methods are compared on different points: reliability, predic-tive and content validity, efficiency and educational acceptability.
L'evaluation de L'expression Orale
Authors: Nienhuis L.J.A.
Published: March 2014

This paper discusses some findings of a concurrent validation research project, reported on in the author's thesis (1977). In this project, two samples of 100 secondary school students participated in an half hour oral interview test to arrive at a criterion measure and they took three tests of 15 minutes each that were validated against the criterion established. One of these three tests was a traditional test (test 1); the other two were very structured, experimental tests, conceived to test oral proficiency in a most reliable way (tests 2a and 2b). The two samples of students represented two different levels of secondary education; each of them passed a complete series of tests; these two series were identical in form, but their content differed. Correlations between the criterion and test 1 were significantly lower than correlations between the criterion and tests 2a and 2b; the latter exceeded .80 and suggest the validity of these tests. The difference between test 1 and tests 2a, 2b in this regard can be explained by the considerable differences these tests showed with respect to their rater reliability: scored by only one rater, the rater reliability of tests 2a and 2b exceeded .90 in most cases. The very good rater reliability of tests 2a and 2b is essentially due to the following characteristics of these tests and the way they are rated:
-instead of giving only one mark at the end of the test, the rater scores separately any of a great number of answers;
-the use of pictures in 2a and the use of L-l key-words in 2b delimit entirely the content of the answers the students have to give, so the rater can focus his attention on the rating of the wording of the answers without being troubled about any diversity of content.
The answers of the interview test, i.e. the criterion, were also rated sepa-rately; this made the half hour interview a reliable test (rated by one rater: .90), but only half as efficient as tests 2a and 2b, the 15 minute tests. The contribution of the use of the analytic method of rating to rater reliability was also investigated, but showed to be rather irrelevant. The interview and tests 2a and 2b represent three types of tests that seem to have their specific qualities and limitations. The interview allows the stu-dent to word his own ideas, but it is less reliable and efficient; tests 2a and 2b are very reliable and efficient(they, too, can serve for the construc-tion of achievement tests), but the use of pictures confines test 2a to the testing of the use of concrete language and the use of L-l key-words in test 2b may tempt the student to simply translate.
De validiteit van luistertoetsen Moderne Vreemde Talen
Authors: van den Nieuwenhof H.W.M.
Published: March 2014

For ten years now multiple choice tests have been used in the Dutch school system to measure listening comprehension of English, French and German. The tests were developed in a research program, conducted at the Insitute of Applied Linguistics by Dr. ? Groot. Now that the tests have been in use for 10 years we are confronted with the following questions.
Are the tests still reliable, as they were 10 years ago?
In how far does the multiple choice technique give a true picture of the listening comprehension of students?
Does the multiple choice technique help studens to cope with language material that they could not have coped with otherwise, in other words, to what extent does the language material used in tests suggest a higher level of listening comprehension than the students actually have?
An experiment has been carried out at C.I.T.O. (Central Institute for Test Development). Students had to answer both multiple choice questions and open ended questions concerning the same language material.
The results suggested that the language material used in tests was verydifficult for students to handle in an open ended question test form.
The results also suggested that various levels of difficulty of the langua material used within a single test was reflected in the open ended test results, but not in the results of the multiple choice tests. The multiple choice technique seems to obscure the relative difficulty of the various test components.
It has been found that an appropriate use of the multiple choice technique can cover only a restricted range of language material. The measuring technique must not restrict the choice of language material, and thereby influence content validity.
A possible solution to the problem would be the development of a new kind of test. In this test a great variety of language material should be tested with a great variety of testing techniques: a great variety of language material in order to improve the content validity of the test, a great variety of testing techniques in order to reduce, as much as possi ble, the disadvantages of every single testing technique by itself.
Passief Formuleren
Authors: Cornells Louise
Published: March 2014

Good writers intuitively make the right choices in writing. The book Formuleren ('Formulating'; Onrust et al. 1993) promises to analyse and teach the system on which these choices are based. This paper takes a look at Formuleren's analysis of and advice on the use of the passive, which is, if anything, a highly original approach to a much discussed construction.
Formuleren's analysis of the passive is based on the contribution of the auxiliaries worden ('to become') and zijn ('to be') and the past participle, which are said to make the construction more static than its active counterpart, with zijn-passives being more static than worden-passives. In addition, the actor or agent is backgrounded: the event is not presented from the perspective of the agent. The problem with many (zvorden-)passives is that although writers background the perspective of the agent, it is still implicitly there. In order to avoid the often problematic use of the passive, Formuleren suggests that one should look for other verbs that can express roughly the same content but that leave the agent completely out of sight, thus keeping the sentence static, while not presenting it from the agent's perspective.
This advice is rahter ambitious. In an experiment, Formuleren's advice to rewrite sentences was tested to find out whether it might perhaps be too difficult for the intended readership of the book (students of Dutch composition and others with a professional interest in written Dutch). This turned out not to be the case; the subjects in the experiment were able to apply it quite well. In fact, they may have applied it too well: some of the subjects remarked that changing all sentences from passive to a Formuleren-altemaúve is no guarantee for a well-written text either. Indeed, some passives are useful and should not be rewritten; however, Formuleren still leaves it to a writer's intuition to determine when to rewrite and when not. In the last paragraph, I suggest a few uses and contexts where the passive functions perfectly well.
Determinanten Van De Nederlandse-Taalprestaties Van Turkse En Marokkaanse Leerlingen In Het Voortgezet Onderwijs
Authors: Driessen Geert
Published: March 2014

This article focuses attention on the question as to which factors could possibly explain the differences in Dutch language performance between Turkish and Moroccan students in the first and third year of secondary education. Students from a representative cohort were tested twice. The complete sample was tested in 1989/90 (n=598), and those students who did not have to repeat a year were again tested in 1991/92 (n=340). Four clusters of background characteristics (34 in total) were studied: student characteristics, family structural characteristics, family cultural characteristics and educational career characteristics. With the aid of correlation and multiple regression analyses the relationships between the background characteristics and test performances were examined. The conclusion was that the results were somewhat disappointing. The most important factor appears to be the recommendation the student receives at the end of his/her primary education. Of the family characteristics, only the 'mother characteristics' appear to be of relevance: her length of stay, education, reading behaviour and the way she talks to her child about matters pertaining to school. As a result, a starting point for improving the educational careers of Turkish and Moroccan children probably lies in the schooling and counselling of the mothers with regard to matters pertaining to school.
De Sociolinguïstiek in het Nederlandse Taalgebied Anno 1995
Authors: Cucchiarini Catia , Huls Erica
Published: March 2014

This article provides an overview of the Second Sociolinguistic Conference, which was held in Lunteren (The Netherlands) from 18 to 19 May 1995. In particular, attention is focused on the topics and theories that turned out to play an important role at this conference. The article begins with a comparison between the contents of the First Sociolinguistic Conference (1991) and those of the Second Sociolinguistic Conference (1995). The papers presented are classified according to the topics they dealt with. The categories adopted in this overview are those used on earlier occasions by Muysken (1984) to assess developments in socio-linguistic research and by Van Hout, Huls & Verhallen (1991) in their presentation of the First Sociolinguistic Conference. Since any classification scheme is likely to be somewhat arbitrary, the same categorisation as in the above-mentioned two papers was used here for the sake of comparability.
When the papers presented at the two Sociolinguistic Conferences are compared, it appears that 'bilingualism and language contact' and 'pragmatics, interaction, and conversation analysis' constitute the main topics in both cases. The most conspicuous change from 1991 to 1995 is a growing interest in the process of language acquisition by members of language minorities in the Netherlands and Flanders. An analysis of the papers presented at the 1995 conference, would seem to suggest that a considerable amount of sociolinguistic research is conducted without reference to a specific theory or conceptual framework. The consequences that this might have for the future of sociolinguistic research in the Netherlands and Flanders are briefly considered. Finally, a number of young sociolinguists were invited to reply to the rather provocative conclusion drawn in this article.
Contrastive Ideology Research
Authors: Verschueren Jef
Published: March 2014

This article investigates some methodological problems involved in a discourse-centered exploration of societal ideologies, and in particular in an ongoing research program studying publicly accessible discourse in a number of European countries related to interethnic conflicts, the construction of ethnic or national identities, and nation-building processes. The proposal is made that a pragmatic concept of contrastiveness should be handled which captures forms of variability that are not only to be found between languages, but also within a single language, within one language variety, within one text, and even in one single sentence.
Media en Minderheden
Authors: Shadid Wasif
Published: March 2014

Research in both Europe and America indicates that the way in which mass communication deals with ethnic minorities contributes directly and indirectly to the diffusion and the maintenance of prejudice against these groups. These are generally projected as problem categories in cultural and in socioeconomic sense. In this article we pay attention to the causes and functions of prejudice and especially to the role of mass communication media in this regard. Furthermore, attention is paid to the possibilities of and the extent to which the media can succeed in fighting against such negative attitudes towards the groups concerned. In this regard, a distinction is made between preventive and interven-tive strategies. Based on certain theories of social psychology on attitude forming and on the use and absorption of information it is concluded that though manipulation of attitude is not easily achieved, it is nevertheless possible. Various experi-ments in similar fields show that, under certain conditions, the supply of informa-tion through an adequate intervention strategy of the media can to some extent generate attitude change in the desired direction. However, such a positive result can only be achieved (1) if the basic thoughts underlying the prejudice concerned can be accurately identified; (2) if the difference between the information provided on the one hand and the existing information on the other is neither too weak nor too strong; (3) if the relevant information is provided by prominent persons and media in society; and (4) if the intended message emphasizes the positive rather than the negative similarities between minorities and the other groups. Because of the complexity of such an intervention process it is doubtfull whether the media can actually play an effective role in this context. Consequently, being attentive to the way in which the media provide information about the groups concerned is a more appropriate strategy in preventing the diffusion of prejudice. In this article, some relevant suggestions in this regard have been discussed.
De Verwerving van de Negatief Causale Relatie
Authors: den Ouden Hanny
Published: March 2014

Sanders, Spooren and Noordman (1992) provide a classification of coherence relations that is based on four primitives. These primitives are claimed to have a psychological status, in that hearers and speakers use their knowledge of these primitives to infer the right coherence relation between two clauses.
The order in which children acquire coherence relations provides a test base for the classification: the classification predicts that negative causal relations are the most complex and that children therefore acquire these relations later than any of the others.
This hypothesis was investigated in an experiment with 8- and 11-year-old children. In one task the children had to infer the right relation, in another task the children had to produce the right relation. Negative causal relations were compared with negative additive and positive causal relations. The items were constructed with nonsense words to eliminate the factor of world knowledge. In several respects the negative causal relation turned out to be the most complex.
Leren Praten en Door Praten Leren in Een Vreemde Taal
Authors: de Bot Kees
Published: March 2014

In this article a description is given of the language production process based on Levelťs 'Speaking'-model. Using this type of model will help us to understand better the subprocesses in language production and the kind of knowledge and procedures needed to produce language. A full definition of what knowledge is needed will also help us to model the different stages a language learner goes through.
In the second part of this article recent developments with respect to the role of output in SLA are discussed from the perspective of the model presented. It is concluded that in language acquisition both input and output are needed and that in fact output may have as an important function the generation of very specific input that will support the acquisitional process.
Het Intergenerationele Codewisseling-Continuum Binnen De Turkse Gemeenschap in Nederland
Authors: Backus Ad
Published: March 2014

New data on Turkish-Dutch codeswitching (CS) have uncovered patterns not previously attested in this language pair. It turns out that three different generations within the immigrant community switch in three different ways. For the first generation, CS mostly concerns the occasional insertion of Dutch nouns in Turkish sentences. The intermediate generation switches much more frequently and in a much more varied way. The second generation also practices a lot of CS, but the type of switching is virtually always of an alternational, not insertional, nature. Insertional CS further seems to lend support to a model of speech production in which some elements are uttered with greater awareness than others. High awareness stimulates CS. Various aspects of linguistic elements, as well as of the act of speaking, are involved in determining an element's level of awareness.
De Haalbaarheid Van Engelstalig Onderwijs in Nederland
Authors: Vinke Diana
Published: March 2014

One way of internationalizing education is introducing an international language - such as English - as the medium of instruction. But for Dutch lecturers English is a foreign language, of which they problably have a less adequate command. This may raise the issue whether the quality of their instruction is affected by a change of instructional language.
Research conducted at Delft University of Technology reveals that Dutch lecturers experience language-related limitations because of the switch from Dutch to English. These limitations pertain to their vocabulary, the redundancy of their subject matter presentations, and their clarity and accuracy of expression. Other findings reveal a decrease in lecturers' speech rate, their expressiveness and their improvising skills. Lecturers' reduced use of these teaching behaviours may decrease student learning.
Developing teaching-performance-based language tests and language courses focusing on 'teaching in English' are one way of reducing this potential loss of educational quality.
De Dinokrokusmethode
Authors: Uilenburg Noelle , Plooij Frans X.
Published: March 2014

In this article the 'Dinocroc method', the rationale behind the method and the principles on which the method has been constructed are described in some detail and a clear picture is given of how the method is used in the classroom. With this method a real effort is made to integrate natural first language acquisition processes into a second language teaching method.
An explanation is given of the research set-up concerning the effect study of the 'Dinocroc method' when compared to more regular second language teaching methods. At this stage of the research it is not yet possible to provide the reader with the conclusions of this study, only a very general and cautious remark can be made about the effects of the method.