bluuebunny/crossref_metadata_2025 huggingface dataset:
De Nederlandse taal als luxe-waar op de Surinaamse markt?
Authors: Campbell Hugo W.
Published: March 2014

In the multilingual community of Surinam the official language is Dutch. This language has occupied the official status during almost three centuries of colonial government, the intermediate stage of self-government (as part of the kingdom of the Netherlands from 1954 through 1975) and after complete independence in 1975. Though the status of official language did not change, a different language policy had to be adopted with respect to different role components in each of four historical periods. The language policy adopted in each of these periods can be considered the result of social changes which took place, and of attitudinal changes with respect to the functioning of other languages in the community. The changing role of the Dutch language in the four periods is discussed in terms of its changing socio-linguistic profile. The first change was that from an ethnic group specific position (the European population only) to an obligatory position which concerned the whole population. In each of these two periods Dutch was used in relation to all main functions (communication* education., religion and literature). During the period in which Dutch played the ethnic specific role the language Sranan was used as a promoted language to perform the same functions for the slave population of the 17th, 18th and 19th century. This language was also used as language of communication between the Europeans and the slaves. The social change from a slavery society to a society of citizens only had forced the governement to discourage the use of Sranan and to consider Dutch the only language in the country. This obligatory position was eventually disregarded in favor of a partial role of the Dutch language in a multicultural society. The recognition by the government of a multitude of cultural ambitions has led it to accept the possibility of the sharing of functions among languages. Especially with respect to intergroupcoinmunication and literature, the recognition-of the role of Sranan as national language became the main feature of this period. However, the emergency of Surinam-Dutch, as a variety (xized language) of the Dutch language used by the majority of the Dutch speaking community in Surinam, has given the governement of the new republic of Surinam an opportunity to promote cultural integration by means of this language variety. Though this too will have to share functions with Sranan (inter-group communication, literature, etc.), it is suggested that a stan-dardized version might not only change its promoted language status into that of national official language but also give a better criterion to judge and to stimulate performances in education and literature.
Beleid en Nederlands Als Tweede Taal
Authors: Coenen J.A.
Published: March 2014

The Dutch government has never developed an active long-range policy concerning the more than 400.000 speakers of other languages currently living in the Netherlands, mainly because it was assumed that their stay in the Netherlands would be temporary only.
This paper discusses the facilities provided so far for speakers of other languages in this country, specifically in the field of language-teaching. Next the results of research into Dutch as a second language are discussed and it is suggested how a consistent policy may be developed.
Over de behoefte aan vreemde-talenkennis in de technische vetenschappen
Authors: Koumans W.A.
Published: March 2014

The author's discourse is based on four propositions:
1. Language is an organized way of thinking, just like mathematics. Knowledge of words is not enough; grammar and syntax are essential for a consistent, effective and correctly structured way of thinking, just like propositions in mathematics.
2. The section of the population that has attended a secondary school is decisive for the professions that shape the cultural, technical and scientific aspects of a nation. Their education is therefore of vital importance for the cultural future of a nation.
3. The abolishment in the Netherlands of the obligation to acquire at secondary school a working knowledge of the languages of the three great, surrounding nations at reading-, listening- and "faltering" level is a historical blunder of the first magnitude.
4. The partial loss of knowledge of the foreign languages, especially of the indispensable grammatical grasp, weakens the mastery of the native language as well. It significantly increases the danger of faulty interpretation of difficult sentences in scientific literature, both in native and in foreign languages, but also in business contracts'.
Research has shown that the large majority of academic staff and students at technical universities in the Netherlands can use English and German with reasonable facility, whereas the skills listening and reading (not to mention speaking) in French have nearly disappeared during the last few years. Both categories admit the importance of a minimal grasp of French, and the Russian and Spanish languages are considered to be useful (or even very useful) by many. The results of these enquiries are discussed briefly.
In the coming period of government induced impoverishment of university studies in the Netherlands an increase in time allotted to language courses within the technical curricula seems improbable. The student who wishes to improve his mastery of languages will therefore have to study these as optional subjects. This makes it all the more important for language courses offered by the universities to be highly attractive.
Extension of the secondary school curricula with an extra language would be a more effective measure, though, because of the better possibility of paying attention to grammatical aspects. Language courses at univer-sities must, due to the limited amount of time available, be restricted to reading and speaking lessons and exercises.
There is an unforunate tendency to forget that knowledge of languages like Spanish or French improves the cultural and aesthetic development of the student. The importance of this has been mentioned under 2.
Enkele Problemen Rondom Talenkennis in Het Bedrijfsleven
Authors: Lambooy J.H.T.
Published: March 2014

After 1970 the need for (or lack of) knowledge of foreign languages in industry-business has been investigated occasionally.
Without entering directly into the value and the results of these investigations, it can cautiously be established that they contribute as such to the realisation of linguistic aspects of problems surrounding communication in the world of industry.
In a linguistic community like the Netherlands, there is a greater need than in larger linguistic communities for special attention paid to international communication for which a knowledge of foreign languages constitutes an elementary tool.
Attention is paid to some backgrounds of the current ap-proach to the problem of foreign languages in industries, whereby, simultaneously, causes of emergency situations are being searched for which can result in demands for training:
a. the shortage of organised attention in a company or institution for the function of communication;
b. demands of foreign language ability as a marginal phenomenonm in a package of function/job requirements;
c insufficient insight on the part of many employees into what knowledge/ability in a foreign language represents, frequently coupled with an underdevelopment of personal learning strategies.
De Metaforentaak als Test voor Woordbegrip
Authors: van Loon-Vervoorn Anita , Heesbeen Ivette , Straus Christa
Published: March 2014

In this study, a Dutch version of the metaphor task (Heesbeen e.a., 1990) is' standardized and normed within a group of adults with acquired brain damage, as well as within a comparable healthy control group. The aim is to construct a test for measuring problems in word comprehension and for eventually evaluating the recovery from these problems in patients with mild aphasie or non-aphasic language problems.
It appears that, according to Mokken's scale analysis the Metaphor task consists of a homogeneous set of items (Hi—.35). This homogeneity can be maximized to Hi—.45 within an optimal subset of 19 items. Moreover, the original task can be subdivided in two subsets, each consisting of 19 comparable items, without loss of homogeneity.
Both the original task and the two comparable subdivisions appears to be able to reflect problems in word comprehension as well as aspects of their recovery. Therefore, in this study percentile norms for the three subject groups mentioned were computed.
Zinsbegrip en Zinsproductie bij Broca- En Wernicke-Patienten
Authors: Maas Edwin
Published: March 2014

In this article I present the results of a comparison between six Dutch agrammatic aphasics and six Wernicke's aphasies on a sentence comprehension test and a sentence ordering test. One aim was to establish whether the Wernicke's aphasies suffer from a syntactic disorder, and whether this disorder resembles the syntactic disorder of agrammatics. A second aim was to see whether the problems observed in production are similar to the problems observed in comprehension and vice versa. The results show that Wernicke's aphasies suffer from a syntactic impairment, although the impairment differs from that in agrammatics. Specifically, agrammatics seem impaired in their ability to construct adequate syntactic representations, whereas Wernicke's aphasies seem to have an impairment in the syntactic information of the verbs. Finally, in agrammatism, it seems that only argument movement is problematic in both production and comprehension, while for the Wernicke's aphasies there is also a problem with verb movement in comprehension.
Woordkeuze Marokkaans-Arabisch en Modern Standaard Arabisch in het Eerste Jaar van het Programma Opstap-Opnieuw voor Marokkaanse Kinderen
Authors: de Ruiter Jan Jaap
Published: March 2014

The two-year Opstap-Opnieuw programme is a programme to stimulate children aged 4-6 years in their cognitive, social and linguistic development. The 'Arabic' version of the programme, which is directed at Moroccan children, consists of texts written in Modern Standard Arabic and tapes containing recordings in Moroccan Arabic and Berber. The article investigates whether the words used in the first year of the programme link up with the proficiency of Moroccan children in their mother tongue and whether the language choice based on which the programme is developed is a suitable one. The outcomes of the analyses show that the lexical level of the programme is relatively high for the target children but not too high. Furthermore it shows that the multilingual language choice of the programme seems acceptable although the original choice in favour of the Moroccan Arabic dialect is to be preferred.
Vragen of Observeren?
Authors: Eversteijn Nadia , Kurvers Jeanne
Published: March 2014

The language learning strategies of adult second-language learners get more important as education concentrates more on individualisation and flexibility. In a multiple case study, it was examined which learning strategies were utilised by some lower educated, second-language learners who were working on their own in a class room, with a system called 'Indiflex' It was concluded that observing is a useful method to make learning strategies operational. Starting learners of Dutch as a second language already turned out to use a broad range of social, cognitive and metacognitive strategies. As learners make more progress in the language, the number of negative strategies (skipping difficult tasks for example) and social strategies (like asking for help) seems to decrease in favour of cognitive and metacognitive strategies like looking something up in a dictionary and deducing a word's meaning from its context.
Computer Ondersteunde Vreemde-Taalverwerving op de Hogere Niveaus
Authors: Groot Peter
Published: March 2014

The interactive self-study programme (called CAVOCA: Computer Assisted VOCabulary Acquisition) is based on generally accepted theories about the mental lexicon (cf. Aitchison's Words in the Mind) and the "levels of processing" theory first advanced by Craik and Lockhart. The programme constitutes a systematic attempt to operationalize the theoretical analysis of the word learning process that recognizes various stages in this same process: learning about the various features of the word, embedding it in various networks, consolidation etc. leading to efficient lexical retrieval. With this end in mind, the words are presented in a variety of L2 contexts, enabling the learner to process the word intensively and facilitating long-term retention. The programme is intended as an alternative to more orthodox word learning techniques such as bilingual word lists with their disappointing long-term retention results. The programme has been contrasted in various experimental (differential treatment) settings with bilingual word lists, and the results confirm the theory concerning the structure of the mental lexicon in that a deeper level of processing results in better long-term retention.
De Sociolinguïstiek in Het Nederlandse Taalgebied Anno 1999
Authors: Huls Erica , Meijers Guust , van de Velde Hans
Published: March 2014

This article provides an overview of the Third Sociolinguistics Conference, which was held in Lunteren (The Netherlands) on 8 and 9 March 1999. In particular, attention is focussed on the topics and theories that turned out to play ah important role at this conference. The article begins with a comparison between the contents of the First and Second Sociolinguistics Conferences (1991; 1995) and those of the third conference (1999). 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 sociolinguistic research and by Van Hout, Huls & Verhallen (1992) and Cucchiarini & Huls (1995) in their presentation of the First and Second Sociolinguistics Conferences. Since any classification scheme is likely to be somewhat arbitrary, the same categorisation as in the above-mentioned three papers was used for the sake of comparability.
When analysing the content of all the papers presented at the third conference, it appears that four main topics can be distinguished. Two of them are the same as four years ago: 'multilingualism and language contact' and 'pragmatics, interaction and conversation analysis'. Two of them are new: language acquisition and socialisation' and language variation and language change'. The growing interest in the process of language acquisition by members of language minorities in the Netherlands and Flanders, appears to be structural. In 1999, almost half of the contributions are related to this subject. More so than four years ago, the research presented at the conference is embedded in theories or conceptual frameworks. However, they are so diverse that they do not lead to thematic unity. We may perhaps conclude that it is this diversification that gives sociolinguistics its force and vitality
Languages in Science Communication
Authors: Ammon Ulrich
Published: March 2014

The article shows the rise of English and the decline of German and French as inter-national languages of science in the 20th century. It depicts the course of this development on the basis of statistical data as well as suggesting explanations for it.
It then focusses on the consequences for the declining languages of science, especially German, and their communities, which are, among other things: domain limitation of the national language within the communities, slow-down of lexical modernization, the unpreparedness of scientists for the new situation and their absencefrom the international scene, and increased costs and difficulties for publishers in competing with publishers of the Anglophone countries.
One way of ameliorating the situation would be more linguistic tolerance on the Anglophone side towards non-native English, or even the "non-native speakers' right to linguistic peculiarities". Another possibility seems to be to introduce English as a language of teaching at the universities of the other language communities, which is presently happening in Germany but might have highly problematic side-effects.
Straattaal
Authors: Appel René
Published: March 2014

'Street language' is a kind of register, spoken by young people in Amsterdam and probably also by young people in other multi-ethnic, multilingual cities in the Netherlands. This paper reports on an explorative study of this relatively recently developed register. Street language seems to be comparable to other (monolingual) forms of youth language with respect to its function. The emergence of a mixed youth language has also been observed in other countries, for example in Sweden (Kotsinas, 1998) and Germany (Auer & Dirim, 1998). 133 students in three different schools for secondary education filled out a written questionnaire on street language. This instrument is not really appropriate for a typically spoken, informal variety, but it offered us the opportunity to collect data from a large group of respondents. The data were supplemented with information from a few informal interviews and with information from newspaper articles and television programmes on street language. 98 of the 133 students said that they used street language, boys rather more so than girls, a trend also observed in research on this subject in other countries. Especially children with Surinamese as their home language (in most cases next to Dutch) spoke street language. Students with a relatively low proficiency in Dutch (probably recently arrived) often reported that they did not speak street language. This was also the case with students who claimed to have a good proficiency in one of the following minority languages: Turkish, Moroccan-Arabic and Tamazight. Street language is (of course) most frequendy used in the streets, and also at school in informal interactions between students. Street language is used because it is funny, it is tough and because friends use it too. The respondents were also asked to give (no more than) eight examples of words or expressions in street language (with a translation in Dutch). They provided 468 words or expressions (tokens) in total. The total number of different forms (types) was 151. Most of the words and expressions came from Surinamese. Furthermore, there were words from English, and only a few words from other languages like Turkish and Moroccan-Arabic. Also some new (Dutch) words in the register of youth language were provided. Street language seems to contain quite a lot of more or less standard verbal routines. For outsiders the language sometimes seems to be (sexually) aggressive. Speakers of youth language claim that this aggressiveness is softened by the use of words and expressions from other languages.
Wie Zijn 'Onze' Leerders?
Authors: Janssen-van Dieten Anne-Mieke
Published: March 2014

There is an increasing awareness that the number of non-native speakers in the category of 'adult, highly educated, advanced L2-learners' is rapidly increasing. This paper presents an analysis of what it means to teach them a second language - whether it is Dutch or any other second language. It is argued that, on the one hand, conceptions about language learning and teaching are insufficiendy known, and that, on the other hand, there are many widespread misconceptions that prevent language teachers from catering adequately for people's actual communicative needs, and from providing tailor-made solutions to these problems.
Hergebruik in Onderzoek
Authors: van Helvert Korrie , Klomp Femke
Published: March 2014

Most research on factors influencing educational achievement uses large-scale quantitative methods and statistics that show that different ethnic groups do vary in their educational achievement or success.
The authors present the outcomes of three comparable qualitative multiple case studies focussing upon factors that are known to relate to the variation in educational achievement within ethnic groups. So what characteristics differ systematically for high and low achieving pupils? The three central concepts seem to be socio-cultural characteristics, language proficiency and academic success.
This leads the authors to raise the question: do we exactly know what these concepts refer to, and how can they be measured best?
In all three studies, these concepts lead to differing definitions and interrelations. Further qualitative explorative research in this field might shed light on the essence of these complex concepts and make it possible to construct instruments to measure them in a reliable way, and thus contribute to our shared knowledge and understanding.
Effecten en Didactiek van Tweetalig Voortgezet Onderwijs
Authors: Huibregtse Ineke , Admiraal Wilfried , de Bot Kees , Coleman Loes , Westhoff Gerard
Published: March 2014

This paper presents the results of a recently completed longitudinal evaluation study of Dutch-English bilingual programmes in Dutch pre-university education. During several years the outcomes of these programmes were measured in order to find out whether pupils in bilingual education gain higher levels of foreign language proficiency without any detrimental effects on their mother tongue proficiency and their achievements in other school subjects. Beside this, lessons were observed in order to investigate to what extent language teachers and teachers of other subjects display behaviour that can be said to stimulate second language acquisition.
Dictoglos als Vorm Van Samenwerkend Leren
Authors: Kuiken Folkert , Vedder Ineke
Published: March 2014

This paper describes the dictoglos procedure in which learners try to reconstruct in small groups a text that has been read to them by the teacher. The procedure can be used for all kinds of learners irrespective of L1, L2 or acquisition level. The aim, theoretical assumptions and advantages of the procedure are discussed. In the second part of the paper, criteria for texts are mentioned that can be used for dictoglos. These criteria concern the contents, subject, genre and form of the text. Two examples of texts illustrate the use of these criteria.
Op weg Naar Geautomatiseerde Beoordeling van Spreekvaardigheid
Authors: Schuurs Uriel , Cucchiarini Catia
Published: March 2014

In the vocational education of Dutch as a Second Language (DSL) there is a growing need for oral proficiency tests that are efficient to use. In this article, we describe ways to make use of speech technology for rating speech quality. In two experiments, the rating of DSL-speech is compared to automated rating of several aspects of the acoustic signal. The correlations found between human and automatic ratings were relatively high. For that reason a third experiment has been set up using speech items that are representative of commonly used oral proficiency tests in DSL and that can be rated automatically by a Continuous Speech Recogniser system. The results obtained so far are discussed.
De Moeilijkheidsgraad van Schoolboektektsen als Grondslag Voor het Vaststellen van Tekstbegripvaardigheid
Authors: Andringa S.J. , Hacquebord Hilde
Published: March 2014

The assessment of text difficulty has played an important role in the development of the 'Elektronische tekstbegriptoets voor de brugklas', a tool for screening students in the first year of secondary education on their text comprehension skills. On the one hand, the investigation was intended to enable a well-considered selection of texts as a basis for the comprehension test. On the other hand, it provided the criteria needed to develop a reliable ability scale. A corpus was built of over a hundred texts taken from schoolbooks of different levels. The texts were analysed on three different linguistic properties: mean length of words, mean length of sentences, and coverage (percentage of words belonging to the 2000 most basic Dutch words). It was found that especially coverage is a strong indicator of text difficulty.
Lexicale Rijkdom, Tekstmoeilijkheid en Woordenschatgrootte
Authors: Vermeer Anne
Published: March 2014

Most measures of lexical richness in spontaneous speech data, based on the distribution of, or the relation between the types and tokens, appear to be neither reliable nor valid. The article describes a semi-automatic computer program, MLR (Measure of Lexical Richness) that measures lexical richness on the basis of the degree of difficulty of the words used, as measured by their (levels of) frequency in daily language input. The MLR is meant for the analysis of texts of (students in) primary education, with a vocabulary size of up to about 25,000 different lemmas, and provides an answer to the following questions: 1) What is the difficulty of the various words in the text? 2) What is the relative proportion of the degrees of difficulty of words in the text? 3) What is the covering percentage of the text for a student with a certain vocabulary size? 4) What is the size of vocabulary of the student, on the basis of the spontaneous speech data?
Het Toetsen van Diepe Woordkennis in een Vreemde Taal
Authors: Nienhuis Lydius , Bogaards Paul , Greidanus Tine , van der Linden Elisabeth , de Wolf Tom
Published: March 2014

In this article, we report on the construction of a test of deep word knowledge in French as a second language that can be used at advanced levels of proficiency.
By 'deep word knowledge' we mean the knowledge of the semantic network of L2-words; our test focuses on the knowledge of the relations between L2-words and the words semantically related to each of these words; part of this is the knowledge of different meanings of polysemous words.
In our test, each item consists of an L2-word, i.e. the item word, accompanied by six other L2-words that have or do not have a semantic relation with the item word. The testee has to mark the semantically related words. These relations may be paradigmatic (i.e. cases of synonymy, antonymy, or hyponymy) or syntagmatic (i.e. collocations, ?art-whole relations, or defining terms).
The test was pretested on students of different university levels, i.e. advanced and near native students, and also on several reference groups of real native students. The results of the pretest showed the fairly good discriminatingpower of the test: differences between the mean scores of the groups of advanced, near native and native students proved to be significant. The test even discriminates between different levels of native proficiency (the french equivalents of ??, ?A and highschool students). The reliability (Cronbachs a) was estimated separately for the groups of advanced and near native students and proved satisfactory: .84 and .88 respectively.
The data of the pretest administration was used in an item analysis procedure to modify and improve the test and to give it its final form.
In the near future we will investigate the relationship between the deep word knowledge our test measures and scores on tests of broad, quantitative word knowledge; furthermore we will investigate the power of these two kinds of vocabulary scores to predict integrated language skills, in particular writing ability.
Tweede Taal en Moedertaal bij Laagopgeleiden
Authors: van de Craats Ineke , Kerkhoff Anne
Published: March 2014

On the basis of the results in spontaneous second language acquisition research it is argued that, in second language teaching, the learner's first language is used to a lesser extent than is useful for the adult learner who has no other language learning experience than learning his mother tongue. Examples are given of learners, who after having been exposed to Dutch for three years, still construct their L2 expressions on the basis of the grammatical structure of their L1. The problem is that (1) teachers do not recognize these L2 expressions as such, (ii) the course material is made from the perspective of the L2 and does not take into account the specific problems of a language group, and (iii) the instruction in the classroom is in a language that is insufficiently understood.
Ik Deux Jambes
Authors: van der Linden Elisabeth , Hulk Aafke
Published: March 2014

In this paper, we argue that variation in child bilingualism has received too little attention. The literature on monolingual acquisition shows that children vary in the routes they follow towards linguistic proficiency: children have preferences for the acquisition of certain word classes (Nelson 1973, Bates 1994) and they do not all follow the same route in developing more word utterances (Clark, 1993). This variation is hardly taken into account in the study of bilingual acquisition. The fact that children vary in the amount of language mixing in their utterances may be due to the input they are exposed to, but may just as well be a sign of individual preferences and choices. In the case of the French/Dutch bilingual child we study, the first stage of her utterances seems to show that the amount of language specific utterances is variable but decreases with time. We suggest that the child is late in developing the pragmatic competence necessary to develop two differentiated language systems.
Leren Spellen in Engels als Vreemde Taal
Authors: van Berkel A.J.
Published: March 2014

What makes it possible for learners of English as a second language to learn how to spell this complex system, without any instruction about phoneme-grapheme correspondences or rules? The author shows that a graphotactic description of English orthography reveals many systematic visual patterns. L2 learners appear to be sensitive to these patterns. This may explain how they acquire the spelling system: by picking up visual patterns.
De Triggertheorie Voor Codewisseling
Authors: Broersma Mirjam , de Bot Kees
Published: March 2014

This article is about the triggering hypothesis for codeswitching. The original version of the hypothesis is not compatible with recent theories on speech production. Its claim that words have a raised chance of being codeswitched when they verge on a trigger word is inconsistent with the assumption that language choice occurs before the formation of a surface structure. A new version of the triggering hypothesis has been developed winch states that the selection of a cognate, due to a large semantic overlap with its translation equivalent, increases the chance of a codeswitch occurring at a following selection procedure. Both the original and the adjusted versions of the triggering hypothesis have been tested and both are partially borne out by the data.
Praten Zonder Stokjes
Authors: van Steensel Roel
Published: March 2014

The Chinese community in the Netherlands has long been overlooked by governmental policy makers. Due to important social and economic changes within the community, this situation has changed: the discussion on an official minority status has been initiated. This has led to an increase in the amount of research on the position of the Chinese in Dutch society. However, very few studies have been made of the linguistic situation of the Chinese community. In this study, the language choice behavior of Chinese parents and children was looked into. The main question was whether an intergenerational shift from the use of Cantonese to the use of Dutch in interactions with other Chinese could be established. The research results show that this was indeed the case: where parents use Cantonese nearly all of the time, children use Cantonese only in half of the cases Differences in language choice patterns seem to be determined by the informants' judgements of their proficiency in Cantonese and Dutch, and, to a lesser degree, by their identification with their own ethnic community.
Talen Leren in Europa
Authors: Broeder Peter
Published: March 2014

From 1989 until 1997 the project Language Learning/or European Citizenship was carried out under the auspices of the Council of Europe in Strasbourg. In this project two instruments were developed. The first instrument is the European Framework of Reference. This is a kind of language scale through which knowledge and qualifications in different languages can be compared. The second instrument is the European Language Portfolio. This is a kind of language passport through which languages users can report and document their proficiency in, and use of different languages. This contribution gives a description of these instruments. In addition, there is a summary of the results of a pilot project in the Netherlands which focused on the multilingual classroom at the end of primary school.
Ouders, Taal en Interactie in Opstap Opnieuw
Authors: Aarts Rian , Kurvers Jeanne
Published: March 2014

Home-based intervention programs should not only offer all those qualities that are required for every intervention program for youngsters, but also have to take care that they can be used by low-educated, sometimes illiterate parents. A fact that must also be taken into account is that parent-child interaction in many families of ethnic minorities take place in other languages than the dominant language of education at school. For these reasons, the Dutch home-based program Opstap Opnieuw (Step-up Anew) has tried to combine rich contents with simple procedures and has been developed in four different languages, Dutch, Turkish, Arabic, and Papiamentu. The focus in this article is on the criteria behind the combined requirements of high-quality interaction, suitability for low-educated parents, and versions in four different languages, especially for language development and emergent literacy. In addition, some outcomes of the first evaluations are presented.
De Derde Persoon
Authors: van de Craats Ineke
Published: March 2014

This paper deals with the question in which respects L1 acquisition differs from L2 acquisition. For this purpose, the way children learning Dutch as their mother tongue acquire possessive constructions is compared to how children and adults learning Dutch as a second language acquire them. The comparison is restricted to the third person role as possessor. Although L1 and L2 learners have many learner variants in common, L2 learners - both children and adults - are initially guided by the structure of their mother tongue. The influence of the L1 can even be resistent for a long time in the preference of one of the two possessive patterns of Dutch. A more conspicuous outcome is that young children are much more susceptibe to weak pronouns in the environmental input and use them at an earlier time than adults and older children.
Vocabulaire Hindernissen bij Wiskunde
Authors: Prenger Joanneke
Published: March 2014

This study is part of a research project that investigates what problems pupils may have with language used in mathematical textbooks. Based on earlier research, the expectation is that minority pupils will have problems on micro and mesolevels of texts. The focus of this article is on the microlevel of texts. The mathematical textbook that is used for analysis is based on the ideas of Realistic Mathematics Education. In this view of education, mathematics must be connected to reality, so mathematical problems are presented in a practical context. First, the mathematical textbook was analysed on vocabulary. On the basis of this analysis of the textbook, it can be safely concluded that Realistic Mathematics Education makes strong demands on the vocabulary abilities of pupils. Mathematical texts feature many words that are not in the list of most elementary Dutch words and many of these words are difficult and have a low frequency. Second, the vocabulary of the textbook was compared to the vocabulary employed by the teacher during classroom discussions. From these analyses the conclusion may be drawn that every day words from the mathematical textbook that were used to describe the contexts were hardly used by the teacher in classroom interaction. However, the teacher did use many words from the category of mathematical words. This means that, while infrequent every day words used to describe the contexts may cause problems for pupils, the verbally presented realistic contexts are hardly discussed in class. Overall, this micro analysis reveals that the words used in mathematical texts may well pose problems for pupils, especially the infrequent every day words used to describe the realistic contexts, Further research will focus on whether minority pupils have problems with the way mathematical exercises are presented and, if so, what these problems are.
De Vertekening van het Antwoordgedrag in de JA/NEE Woordenschattoets
Authors: Eyckmans June
Published: March 2014

This article reports on an experiment in which the Yes/No vocabulary test is used with French-speaking learners of Dutch. In previous experiments with Francophone subjects the data were characterised by high false alarm rates which may be due to a response bias. In the current experiment, we aim to get a better picture of the influence of the instruction on the subjects' response behaviour. Two groups of learners received a Yes/No vocabulary test that differed only in the formulation of the instruction. The test was followed by a translation task in order to obtain a concurrent validation. It is shown that a stringent instruction leads to a significant decrease of the false alarmrate. However, it did not result in a higher concurrent validation. These results illustrate the need for a formula that can take into account the response bias. Signal Detection Theory is described as a theoretical model that allows an explicit distinction between response bias and vocabulary proficiency. However, specificities of the Yes/No task have to be considered in order to gain sufficient insight into the merit of the model.
De Relatieve Overtuigingskracht van Waarde-appèls in Nederlandse en Spaanse Advertenties
Authors: van den Brandt Corine , Domínguez Núria , Hoeken Hans
Published: March 2014

Cultures differ from each other with respect to the relative importance they attach to certain values. Since values play an important role in advertising, it is interesting to study whether appealing to a value that is important in one culture, but not in another culture, is more persuasive in the former culture than in the latter. Two different versions of an advertisement for a fictitious brand of watch were constructed in Dutch and then translated into Spanish. The first version of the ad appealed to values that are considered to be important in Dutch culture, i.e., 'adventure' and 'excitement'; the second version appealed to values that are assumed to be important in Spanish culture, i.e., 'security' and 'certainty'. Each version of the ad was judged by about 50 respondents in the Netherlands and in Spain. The results show that the ad appealing to security was more persuasive for people who value 'security' more than they value 'excitement', whereas the ad appealing to excitement was more persuasive for people who value 'excitement' more than 'security'. However, there was no interaction between the type of appeal and the nationality of the participants because the value hierarchies of the Spanish participants did not differ from those of the Dutch participants.
Leerkrachten Vinden Meisjes Taalvaardiger
Authors: Vermeer Anne
Published: March 2014

In this paper, we investigated, for 90 Dutch L1 and L2 children in Special Education, whether differences in Dutch language proficiency could be found between boys and girls, and whether the outcomes are in line with the evaluations of the teachers about the proficiency of these boys and girls. From the different proficiency tests (on articulation, vocabulary, and morphological, syntactical and textual abilities) and the spontaneous speech analyses (on the same aspects of proficiency), no differences between boys and girls emerge. However, the teachers evaluate the girls, in particular the Dutch L1 girls, as significantly more proficient than they are according to the tests and spontaneous speech data, and they evaluate the boys, in particular the Dutch L2 boys, as significantly lower than they perform on the tests and spontaneous speech data. In the final section, some explanations are discussed why teachers think that girls are more proficient than boys.
Indirecte Taalhandelingen in Nederlandse Gebarentaal
Authors: Nonhebel Annika
Published: March 2014

This paper focuses on a specific form of indirect speech act such as 'Can you reach the salt?' or 'Will you close the door?'. Such indirect requests are frequently used in our daily conversations. As the term itself reveals, the main focus of speech act studies has been on spoken language, so it is high time to look at sign language as well. From the literature, it appears that indirect requests are often formed as yes-no questions. In Sign Language of the Netherlands (NGT), a special non-manual marking, 'eyebrows raised' and 'head forward', marks yes-no questions. This article investigates if indirect requests in NGT are also formulated as yes-no questions and how they are marked.
Opnieuw Leren Horen
Authors: Jongmans Petra
Published: March 2014

A CI (Cochlear Implant) is a medical device that electrically stimulates the hearing nerve in the cochlea (inner ear). Combined with actively training the hearing, it allows Cl-patients to hear again. In my research, I approached the model underlying the training programme linguistically, to see which theories on speech perception could also apply to the speech perception of CI-patients. Specifically, I examined their speech perception on phoneme level using VC-word lists. With the goal of contributing to an effective hearing training, I have tried to answer the following questions:
- which phonemes are particularly difficult for patients?
- what kind of confusions are made between phonemes?
Mainly based on the literature on hard-of-hearing and normally hearing people, some hypotheses and a research question were formulated. Data-analysis was used to further investigate these hypotheses. A number of significant differences in difficulty were found between different phoneme categories, as well as patterns in the confusion of phonemes. It was found, for example, that long vowels are easier to perceive than short vowels and that for consonants a division can be made between plosives and fricatives on the one hand and nasals and approximants on the other, the latter group causing more problems. The research results are now being used for training CI-patients in Leiden.
Chatten in het Onderwijs
Authors: Bindels Mariken
Published: March 2014

This study focuses on the analyses of chat logs from chat conversations in which elementary school pupils ask help from their tutors. Starting from the initial observation that chat room communication and telephone conversation have certain obvious similarities I use results of conversation analysis studies into telephone conversations (Schegloff, Hopper, Houtkoop-Steenstra) to research the patterns of chat interaction. This provides me with the opportunity to have a detailed look into the sequence of chat conversations.
As regards the theoretical framework of the interaction analyses, it is an interesting finding that technical possibilities of the medium have an influence on the way in which the interaction by participants is structured. For instance, there is less need to go through an identification-frequency in chat communication than there is in telephone conversation. At the same time, the nature of the medium seems to influence the conversation subjects and the way in which the conversation participants interpret an interaction contribution. A pupil who is familiar with commercially available chat software, for instance Microsoft Messenger, has a tendency to bring up informal conversation instead of asking for help.
Toegepaste Aspecten Van Het Taalpsychologisch Onderzoek
Authors: Levelt Willem J.M.
Published: March 2014

These introductory remarks review some developments in Dutch applied psycholinguistic research during the last five years. Among them are the following:
(1) Dutch psychologists show increased interest in child language, but still not enough to be of much help to the applied worker,
(2) Interdisciplinary research in second language acquisition and bilingualism has blossomed up a great deal,
(3) Reading and writing of Dutch, with special reference to Dutch morphology and spelling has become a field of much research activity,
(4) Interactive research between psychologists, linguists and neuro-logists has rapidly developed over the recent years, in more or less institutionalized forms. It is of great potential importance for applications of various sorts.
Applied psycholinguistics is often concerned with the promotion of successful communication. The paper stresses that natural languages are, in a critical way, more than just intelligent and effective communication systems. This is argued with reference to recent research in American Sign Language (versus chimp signing), in aphasia, and of a modern-day "wild child's" language. This critical distinction should be crucial for the applied worker as well.
Over De Ontwikkeling Van Motorische Voorwaarden Voor Het Schrijven
Authors: Thomassen A.J.W.M. , Teulings J.L.H.M.
Published: March 2014

An experiment is reported in which writing and drawing tasks of two different types are presented to 26 subjects in four different age groups. These types of task are supposed to represent 'pure-motor' writing and drawing, requiring very little perceptual and higher control on the one hand, and 'cognitive' writing and drawing, requiring considerable perceptual control without allowing automation or lower-level control to take over, on the other. The tasks were performed both with the left hand and with the right. The variable into which the present paper looks specifically is the preferred direction followed in the production of curves, loops and contours. On the basis of discrepancies between data in the literature and earlier findings by the present authors, it was expected that the two types of task might reveal different motor systems, each displaying its own development with age. This expectation was confirmed. Writing tasks of the 'cognitive' type in general replicated the findings reported in the literature, viz., an increasing preference from the age of 5 or 6 for the counter-clockwise production of curves, loops and contours in copying or drawing single symbols and geometric figures. This preference appears to be independent of the writing hand. Writing tasks of the 'pure-motor' type, however, show a hand-dependent preference, which seems te develop for the left hand from a clockwise to a counterclockwise preference, and for the right hand from a counterclockwise to a clockwise writing bias. The latter appears in continuously drawing circles at maximum speed and in rapid continued scribbling, especially in the youngest (4;5) and oldest (adults) age groups. The feasibility and the possible role of the two independent motor systems, hypothesized to describe the results, are briefly mentioned.