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- Volume 12, Issue, 1982
Toegepaste Taalwetenschap in Artikelen - Volume 12, Issue 1, 1982
Volume 12, Issue 1, 1982
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Volwasseneneducatie Lijkt in een Stroomversnelling te Komen
Author(s): R.A.C. Hoksbergenpp.: 17–31 (15)More LessIn the Netherlands we aim at the internal cohesion of schooling, education and training of adults in one policyplan and in one scientific discipline. At the moment three departments i.e. the Ministery of Education and Science, Culture, Recreation and Social Welfare and Social Affairs cover most of this field.Structural changes in subsidized education for adults are brought by the implementation of the "Mammoth-Act" (1968). The past ten years the number of pupils trebled by:a. expansion of the establishment of new schools;b. evening schools also open for day-courses (1975);c. possibility to take an examination in only one or a few subjects (1978).Especially women make use of these possibilities. In 1980 about 2/3 were women. The introduction of a preparatory year creates the possibility to start without much education.Important for the development of government policy in the '70's were the official advisory committees: Commission Open School and Commission to Promote Local Educational Networks, both commissions worked till 1-1-'80, and the still existing Commission Paid Educational Leave. This finds its expression among other things in the adult education projects (existing tül 1983), but especially in the starting up of integral legislation for adult education. Problems in adult education in the Netherlands:participants: curriculum and didactics have to be adjusted to adults. Paying more attention to the process of intake may diminish the number of people who drop out.institutions: more co-operation of "Volkshogescholen" and day-/eveningschools as regards to intake and didactics, establishing curriculum commissions.government: more efficiency by promoting one overall governmental policy for adult education.Future: The community colleges in existence in the U.S. could serve as a model for educational communities in the Netherlands. The drop in number of pupils (from 1983 on) will cause an extra capacity in secondary education for youngsters. This capacity could be used for adult education and the developing of educational communities. In these communities horizontal and vertical differentiation could exist and general and vocational subjects could be offered.A conprehensive school for adults?
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In, Spin.
Author(s): W.P.B.M. Welsingpp.: 32–57 (26)More LessSuggestions for explicit, communicative and differentiated objectives for the teaching of Foreign Languages to" adults. The suggestions made at the end of this article are based on an analysis of the needs of a great number of adult learners that followed courses in Dutch Schools for intermediate and higher general education, courses organized by the Bond van Nederlandse Volksuniversiteiten and preparing for the internationally recognized certificate (Deutsche Volkshochschule Verband) and courses organized by the B.N.V.U. and other institutions not preparing for any particular certificate but with an emphasis on the spoken language.Although the objectives suggested are presented as a whole, the learner-centred approach enables teachers to plan syllabuses for almost any kind or level of courses, as exemplified by the choices made for the groups mentioned above. The model used was based on the "cube-model" developed by Welsing and Van Bommel (1977) who were greatly influenced by the Council of Europe activities (J.v.Ek, 1975).The questionnaire with the help of which the needs analysis was made focused on the personal data of those investigated, the circumstances in which they were to use the foreign language, expected roles, modes and channels of communication, motivation, appreciation of the way in which they had been taught so far, interests and command of the foreign language.* The title of the article is derived from a Dutch skipping rhyme.While it is recited the rope is turned round continuously and children take part in the skipping intermittently. They must not touch the rope.
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Kijken Naar (Eigen) Begeleidersgedrag een Verslag van de Workshop 'de Taaldocent' als Begeleider Van Lerende Volwassenen ik Groepsverband
Author(s): Adriaan Bakker, Louis van Kessel and Luuk Staallekkerpp.: 58–71 (14)More LessThis article is the report of a workshop on the subject 'Looking at tutor-behaviour as a teacher of adults'.The workshop consisted of looking at a video-tape with scenes fro» adult classes, small-group discussions and a plenary session on 'differences and correspondences between the teacher styles shown and my own.One of the conclusions drawn by the authors is that teachers are very eager to look at and learn from teaching behaviour of colleages and that this may be the necessary condition for changing their own behaviour.
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De Interaktie Tussen Taaldocent en Volwassen Taalleerders
Author(s): M.L. van den Heuvelpp.: 72–99 (28)More LessL'interaction entre le professeur et les apprenants adultes est entièrement bâtie sur le statut adulte de l'apprenant.La didactique des langues se doit de faire jouer ce qui caractérise essenti-ellement le stock socioculturel des étudiants adultes et qui réside dans une triple autonomie.Si ce point de départ est accepté pour l'approche méthodologique dans l'enseignement des langues, il est particulièrement valable pour l'apprentissage de la langue de spécialité.Pour illustrer cette thèse, j'ai exposé dans un premier temps les grands axes autour desquels viennent s'articuler les différentes idées qui permettent de concevoir et de construire un cours de langue de spécialité. Il s'agit en l'occurrence de "Recyclage, cours de français pour étudiants en sciences économiques".La prise de position didactique s'est avérée double:a) Le contenu des cours doit être rigoureusement axé sur l'apprenant (matériel didactique).b) L'enseignement doit être essentiellement centré sur l'apprenant adulte (pédagogie de l'échange).La stratégie selon laquelle le matériel didactique peut être structuré et élaboré partant d'un "contrat d'apprentissage" qui a été libellé de "Modèle-Congres" (voir sous à). Un certain nombre d'exercices tirés de Recyclage sont présentés en guise' de démonstration. Les échantillons illustrent à la même occasion comment ce type matériel de cours est utilisé dans la pratique de la classe de langues (voir sous b). Dans un second temps l'audience a été amenée à discuter une question qui soustend la construction d'un cours de langue de spécialité et qui par là rejoint le thème de ce colloque: quel est le visage de la réalité dans la classe de langue? Qu'est-ce qui se fait sur place et comment fonctionnent les partenaires dans cet auto-apprentissage de la communication en langue étrangère?
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De Kursisten van de Alliance Française de Hollande: Motieven en Behoeften
Author(s): Ed F.L. Smeetspp.: 100–105 (6)More LessThe article describes some results of an investigation into the motives and objectives of adults registered in French courses provided for by the Alliance Française de Hollande. In April 1980, students of that institution were asked to fill out a questionnaire.In brief, the results were as follows :The most important motive for taking French courses was, that the students would like to be able to converse in French while on holidays in France. Other motives to register for a course : Interest in France or some other French speaking country, interest in languages in general or in the French language in particular.The objectives of the students focus especially on speaking the language during short visits to a French speaking country. They particularly wish to develop oral skills. To be more specific, they want to be able to understand and provide simple oral information. Another objective was the possibility of talking with the French about various subjects.
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Individualisering van Leesonderwijs aan Volwassenen. Een Verkenning van Mogelijkheden.
Author(s): C.J.M. van Eschpp.: 106–121 (16)More LessThe first part of this article deals with the possibilities of individuali-zation in general and of the teaching of foreign languages in particular. Of the four areas of individualization (objectives of learning, rate of learning, method or style of learning and content of learning) the second is the most commonly used. The theory of Mastery Learning (Bloom 1971), which distinguishes between basic tasks and additional tasks, is an elaboration of Carroll's theory (1963) of differences in rate and learning. Since learning foreign languages consist of the acquisition of communicative skills and problem-solving strategies, more is needed than a classification of learning-content in basic tasks and additional tasks (Welsing 1978, Papen 1980). The differences in learning outcomes are not only caused by differences in learning rate, but above all by differences in learning strategies and methods. Therefore, we must know about individual learning strategies and methods, before we can improve them and thus also the result of the learning. This implies an investigation of the interaction between the individual learner and his/her teaching environment. Applied to the reading process: reading is a function of individual characteristics and task characteristics. To comprehend the interplay of these two kinds of characteristics of the reading of foreign languages, we have to investigate them in specific situations and for specific groups, as for example the group of adult language learners. (Hunt, 1972,1979). In reading a foreign language, three strategies are very important:1) to elmininate irrelevant alternatives by using one's own knowledge,2) to use as efficiently as possible the visual information of a text,3) to take calculated risks. Related to the strategies I + 2 are individual styles of information-processing or cognitive styles.One aspect of the cognitive style of information-processing which is assumed to be important for reading a foreign language, is field-dependency/field-independency. Related to strategy 3 is the sense of personal control of learning which deals with the dimension of locus of control. Task-characteristics of reading are the degrees of structure, feedback and challenge in both text and teaching environment and the evaluation of the reading task.To improve the teaching of reading by adapting to individual differences we must investigate the interactions between the above-mentioned task characteristics and individual reading styles that are based on cognitive styles. We are planning a research project for German language learners (13 to 15 years old) and Spanish language learners (adults) in order to find out about these interactions. Meanwhile, the only recommendations for the teaching of reading are 1) much more atttention to the reading process, 2) more exercises to optimalize the three reading strategies (Westhoff, 1981, Neuner, 1981), 3) adaptation of the choice of texts to the interests and present knowledge of the language learner and A) not only evaluation of the product of reading but also of the process.
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Suggestopedie Frans: Ontwikkeling van Cursusmateriaal
Author(s): M.F. Malevillepp.: 127–143 (17)More LessWithin a suggestopedic experiment in teaching French to adults at Nijmegen University, material has been developed to meet the suggesto-pedic requirements.These long dialogues, already presented in Levende Talen 366 are now placed within the context of the latest trends in syllabus design. They are cate-gorized as "analytical" as described by Wilkins. Ordening of language takes place on the basis of the criterium marked/unmarked. This criterium takes into account authenticity as described by Breen & Candlin but proves to be ambigous. Another criterium is affect: the language used is systematically chosen in the affective domain. A quantitative lexical analysis of the material proves that it is not very different from commercial material of the same level. The functional/notional model proved not to be adequate for analysis of the material because of the complexity of discourse analysis.Exploitation of the material takes place within a communicative model with much emphasis on affect. The material appears to be satisfactory to the learners. On the other hand, some teachers appear to have difficulties with the analytical model and the length of the dialogues.
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Volwassenen en de Reguliere Examens
Author(s): Jan van Weerenpp.: 160–166 (7)More LessThe author elaborates two theses:1. the participation of adults in the regular final examinations for foreign languages causes a dilemma if a population is to be chosen on which to base the norms2. the participation of adults in the regular final examinations for foreign languages may influence the construct validity in view of their increased "knowledge of the world"
Volumes & issues
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Volume 86 (2011)
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Volume 84 (2010)
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Volume 83 (2010)
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Volume 84-85 (2010)
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Volume 82 (2009)
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Volume 81 (2009)
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Volume 80 (2008)
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Volume 79 (2008)
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Volume 78 (2007)
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Volume 77 (2007)
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Volume 76 (2006)
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Volume 75 (2006)
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Volume 74 (2005)
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Volume 73 (2005)
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Volume 72 (2004)
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Volume 71 (2004)
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Volume 70 (2003)
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Volume 69 (2003)
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Volume 68 (2002)
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Volume 67 (2002)
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Volume 66 (2001)
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Volume 65 (2001)
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Volume 64 (2000)
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Volume 63 (2000)
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Volume 62 (1999)
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Volume 61 (1999)
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Volume 60 (1998)
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Volume 59 (1998)
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Volume 58 (1998)
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Volume 57 (1997)
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Volume 56 (1997)
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Volume 55 (1996)
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Volume 54 (1996)
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Volume 53 (1995)
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Volume 52 (1995)
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Volume 51 (1995)
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Volume 50 (1994)
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Volume 49 (1994)
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Volume 48 (1994)
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Volume 45 (1993)
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Volume 46-47 (1993)
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Volume 44 (1992)
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Volume 43 (1992)
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Volume 42 (1992)
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Volume 41 (1991)
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Volume 40 (1991)
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Volume 39 (1991)
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Volume 38 (1990)
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Volume 37 (1990)
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Volume 36 (1990)
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Volume 35 (1989)
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Volume 34 (1989)
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Volume 33 (1989)
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Volume 32 (1988)
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Volume 31 (1988)
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Volume 30 (1988)
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Volume 29 (1987)
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Volume 28 (1987)
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Volume 27 (1987)
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Volume 26 (1986)
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Volume 25 (1986)
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Volume 24 (1986)
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Volume 23 (1985)
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Volume 22 (1985)
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Volume 21 (1985)
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Volume 20 (1984)
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Volume 19 (1984)
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Volume 18 (1984)
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Volume 17 (1983)
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Volume 16 (1983)
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Volume 15 (1983)
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Volume 14 (1982)
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Volume 13 (1982)
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Volume 12 (1982)
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Volume 11 (1981)
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Volume 10 (1981)
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Volume 9 (1981)
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Volume 8 (1980)
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Volume 7 (1979)
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Volume 6 (1979)
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Volume 5 (1978)
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Volume 4 (1978)
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Volume 3 (1977)
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Volume 2 (1977)
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Volume 1 (1976)
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