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- Volume 57, Issue, 1997
Toegepaste Taalwetenschap in Artikelen - Volume 57, Issue 1, 1997
Volume 57, Issue 1, 1997
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Misunderstanding in Intercultural Communication
Author(s): Juliane Housepp.: 11–17 (7)More LessMisunderstanding in intercultural communication may result from many different and possibly interacting sources such as inadequate perception, inappropriate comprehension at different linguistic levels, gaps in interlocutors' knowledge of the world, uncooperativeness on the part of one or both of the interlocutors, or their inability to assemble and realize an intercultural move that is expected by the partner at this particular point in the interaction. Given this complexity, any analysis of misunderstandings must be approached in an interdisciplinary manner such that different research traditions can be taken into account.In this article, an overview of a number of research traditions relevant for investigating intercultural misunderstandings is given and the results of an ongoing project featuring conversations from a corpus of naturally occurring everyday talk, fieldnotes and diary-entries as well as open role plays between members of different linguacultures are discussed. This primary data is triangulated by introspective reports, narrative interviews and metapragmatic assessment data.The results of this project essentially confirm the findings of earlier contrastive pragmatic analyses (German-English), which I conducted with different subjects, data and methodologies. Given this converging evidence, the assumption of deep-seated differences in communitive preferences and expectation patterns between members of the linguacultures I examined may not be totally unwarranted.
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Zijn er Nog Problemen? Betekenisonderhandeling in de Multiculturele Taalklas
Author(s): Kris Van den Brandenpp.: 19–32 (14)More LessNegotiation of meaning is thought to promote language acquisition in various ways. Paradoxically, both the quantity and quality of negotiation of meaning in the multicultural classroom has been shown to be poor. Particularly non-indigenous pupils with a lower level of language proficiency receive few opportunities to negotiate the meaning of input and produce output, and are not 'pushed' to do so. This seriously undermines their chances of acquiring the medium of instruction.A radical revision of language education is called for. Education needs to be learner-centred rather than teacher-dominated, tasks need to be challenging and motivating rather than oversimplified and trivial, heterogeneity among pupils in terms of language proficiency needs to be exploited, and the problems that learners experience while trying to comprehend input and produce output need to be given more attention. Rather than being regarded as instances of improper student behaviour, problems should be seen as 'hot spots' for language learning.
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Gesprekken Tussen Vrouwen en Mannen: Een Speciaal Geval van Interculturele Communicatie?
Author(s): Erica Huls, Christien Roovers and Hannie Spieringspp.: 33–48 (16)More LessWith respect to gender differences in language use, two theoretical positions can be distinguished: the cultural approach and the dominance view. In the first approach, communication between women and men is regarded as a special case of intercultural communication. In the second perspective, the social superiority of men is reflected in the details of everyday conversations, while women play a more submissive role.Although these two views can be seen as complementary in many respects, there is at least one point of contrast. In the dominance view, the typically male and female conversational styles are especially prominent in cross-sex conversations. In the cultural approach, the male and female styles are not considered to be sensitive to the sex of the addressee.With these two theoretical positions in mind, we analysed interviews from Dutch talk shows and current affairs programs. In both types of interviews, politeness strategies were analysed in relation to the sex of the addressee. The interviews in the current affairs programs were also analysed with respect to turn-taking mechanisms.Results show that two analyses confirm the dominance view, while the other two confirm neither the cultural approach nor the dominance view. In conclusion, no evidence was found for the position that communication between women and men is a special case of intercultural communication.
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De Matrixtaal
Author(s): Louis Boumanspp.: 49–66 (18)More LessThe syntactic and morphological regularities of CS are better understood if we compare data from various language pairs that are described in a uniform way. This article argues for a matrix language approach, which means that each syntactic structure is attributed to the grammar of one language, the Matrix Language (ML), even if it contains elements from another language (the Embedded Language).The Monolingual Structure Approach (MSA) combines insights from previous matrix language approaches. After demonstrating the advantages of defining a ML, the identification of the ML according to the MSA is explicated. Finally, counter-examples and limitations of the MSA are discussed.
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Codewisseling in een Nederlandse Gemeenschap in Brazilie
Author(s): Sarina Uilenbergpp.: 81–92 (12)More LessThe present investigation was carried out in Holambra, a community of Dutch origin in Brazil. The goal was to analyze the codeswitching between Dutch and Portuguese practised by the immigrants in their everyday speech, taking into account both grammatical and functional aspects. Moreover, the codeswitching of the first and second generations were compared, focusing on the different motives, the size of switched constituents, and the type of codeswitching. Previous theories suggested a relationship between grammatical characteristics on the one hand, and functions of individual switches, attitudes towards the languages and communities involved, and language ability on the other hand.In this article, results of the three analyses are presented and the language use and codeswitching of the different generations in this community are described. The results show an intermediate generation consisting of the most balanced bilinguals, who codeswitch often and without difficulties, using the full range of both languages. The first and second generations, however, show less diversity in their codeswitching, mainly switching nouns. Finally, suggestions for future investigation are presented.
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De Relatie Tussen Taalkeuze, Inschatting Taalvaardigheid Nederlands en Sociaal-Culturele Factoren bij Italianen in Vlaanderen en Turken in Nederland
Author(s): Jetske Klatter-Folmer and Piet Van Avermaetpp.: 93–103 (11)More LessIn this research project, the model of social determination of language shift will be expanded. An attempt is made to fill the gap that still exists regarding the effects on language shift of an ethnic minority group member's confidence in his ability to comply with the linguistic demands of the dominant majority culture. To that end, we investigate the confidence of members of ethnic minority groups and how it is built up, its place in the hierarchy of relevant factors, and their interaction. We detail how this confidence relates to language choice behaviour and language shift. This paper focuses mainly on the theoretical outline and design of the project.
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Een Aardig Woordje Fries?: Over de spreekvaardigheid Fries bij Nederlandstalige schoolkinderen
Author(s): Jehannes Ytsmapp.: 105–117 (13)More LessSince 1980 Frisian has been an obligatory school subject in Friesland and the language is now an optional medium of instruction in every grade. In 1993, attainment targets were fixed. These specify that Dutch students must be able to speak Frisian at the end of primary school. However, given the (modest) position of Frisian in and outside school, one may wonder whether Dutch children are really able to speak the minority language. This paper addresses that question. Specifically, the focus is on productive vocabulary - a first prerequisite for speaking a language - and the speaking ability of Dutch 8th graders. It is shown that Dutch children's Frisian vocabulary is rather limited, and that their speaking ability is often low. On the basis of these results, some thoughts are advanced concerning the organization of the bilingual program in Friesland. In particular, it is argued that if schools wish to comply with the attainment targets, explicit attention to vocabulary development is called for, as well as increased input and output in the target language.
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Wat Heeft Taalinput in het Schoolse Leerproces van Doen met de Output in Interculturele Interactie?
Author(s): Gerard M.M. Willemspp.: 119–133 (15)More LessBy definition, foreign languages are learned with intercultural communication in mind. Therefore, it is curious, to say the least, that textbooks in use in foreign language teaching almost exclusively offer idealised native-speaker - native-speaker (NS) interaction. In the rare cases where alleged non-native speakers are involved, they appear to be indistinguishable, linguistically as well as pragmatically, from the NS.On the basis of an anthropological definition of culture and a recent model relating the components of communicative competence (Willems, 1993), a task group of a Europe-wide LINGUA project devised an analytical tool to test how realistic and intercultural input materials in recent textbooks used in the Netherlands are. An example is given of how disastrous a naive, mainly linguistically based, competence works out in intercultural contacts. Subsequently, an analysis is attempted of a contrived dialogue in German written as an illustration of how negotiatory skills and a willingness to create a safe intercultural common ground may lead to more satisfactory results. It is suggested that the introduction of this type of input not only brings a much needed integrated cultural component to foreign language teaching, but also enhances the social competence of the learner which is useful in any type of communication, including the mono-cultural interaction, if such a thing exists.Willems, G.M., (ed.) Attainment targets for foreign language teacher education in Europe, a European view. Brussels: ATEE Cahiers No. 5, 1993.
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Transcultureel Taalonderwijs
Author(s): Alice van Kalsbeek and Marijke W.M. Huizingapp.: 135–146 (12)More LessAfter 'intercultural' and 'multiculturai', we introduce the term 'transcultural' in relation to language education. In our opinion, this term is understood to mean a type of education in which, by means of exchanging culturally different experiences, the culturally biased frame of reference of the language learner contributes to the formation of new concepts. In this way, the classroom becomes a breeding ground for a 'third culture' (Kramsch, 1993), in addition to the first culture of the learner and the second culture associated with the language being learned. Transcultural education, in our view, is the ultimate implementation of intercultural education.In the context of second language learning, the term 'transcultural' has an additional meaning: most of the students find themselves in the transition from one culture to another.In our paper, we develop these two meanings of 'transculturaP as relating to the teaching and learning of Dutch as a second language. Starting from a theoretical framework, we end up with suggestions for application in the language classroom.
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Leerlingen aan het Woord: Verborgen Dimensies van Communicatie op School
Author(s): Jet van Dam van-Isseltpp.: 147–164 (18)More LessAn ethnographic document of 'objet trouvé' nature was the starting point for this study: a school diary in two volumes, co-authored by two Dutch teenage girls in the early seventies, mostly during classes-in-progress. This lively collection of fieldnotes (texts, drawings, shrieks, written conversations) constructs an insider-relevant representation of what school is like, from class-to-class, day-to-day, year-to-year. The existence of this collusive document is itself a comment on our assumptions of what goes on in classrooms, what is heard and not heard, seen and not seen. I have selected two passages from "The Writ", as the girls called these unorthodox classroom data, that illustrate how current linguistic and educational paradigms, in embracing a 'conversational' view to learning and communication in school, underanalyze the complexity of multi-party interaction in social situations, both with respect to 'the' data that have to be accounted for and the analytic tools they use to account for them (cf. 'Where is the lesson in all this talk'; Van Dam van Isselt, 1995). The relevance of what is said is constructed in highly complex floors and collusive interactional positions (cf. Goffman, 1979, 'Footing'). In the first part of the paper, a refinement of hearer roles is central. In the second part, a different type of data is used: video-recordings of lessons in 'Dutch as a second language', taught to a group of refugee children recently arrived in the Netherlands. A close examination of these data shows that 'utterance that is not talk' is relevant to contexts of early socialization and language production (cf. Palloni, 1994). The main theme of the paper is that a dynamic notion of context is needed: as produced in real time on a moment-by-moment basis by the interpretative work of co-present parties. Two discourse models that partially fulfill these requirements and that could be adapted for the purpose are discussed: the Linguistic Discourse Model by Polanyi & Scha (Polanyi, 1988) and Van Kuppevelt's proposals for tracing the structure of narrative texts through underlying questions (Van Kuppevelt, 1995).
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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