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- Volume 59, Issue, 1998
Toegepaste Taalwetenschap in Artikelen - Volume 59, Issue 1, 1998
Volume 59, Issue 1, 1998
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Tweetaligheid en Alfabetisering Van Doven
Author(s): Bob Kolsterspp.: 9–18 (10)More LessSchools for the deaf in the Netherlands are currently looking for ways of converting their current education into bilingual education. The first language of prelingual deaf children in the Netherlands is Sign Language of the Netherlands (SLN); their second language is Dutch. In the first part of the thesis, the bilingual situation of prelingual deaf children is examined with the help of a theoretical framework designed by J. Cummins and a model designed by J. Kurvers. Cummins' theoretical framework takes a thorough look at language development in different bilingual situations. Kurvers' model examines the different ways for bilingual people to obtain literacy. Both theories support the view that in order to stimulate development of the first and the second language, sign language should be the language of instruction in schools for the deaf as well as the language in which prelingual deaf children obtain literacy. Since this implies the use of a notation system for sign language in deaf education, the second part of the thesis deals with the design of a prototype of an educational method that stimulates metalinguistic knowledge with the help of such a notation system.
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Taalleren in de Kring. Een Vergelijking Tussen Vrije en Onderwerpgebonden Kringgesprekken in Kleutergroepen
Author(s): Saskia Lantman and Mascha Verhulstpp.: 19–29 (11)More LessSharing-time' is a common, purely verbal, group activity between teacher and pupils in Dutch kindergarten. The choice of a conversation is usually free. The children and the teacher are in a circle and the main purpose is to improve the social skills of the students. It would be beneficial if this time could also be used to stimulate language skills. The question, however, is whether a conversation with a free-choice topic is capable of stimulating language proficiency effectively. Our paper reports on a comparison between three free-choice conversations and three so-called subject-centered conversations, in which the subject of discussion is predetermined and made tangible by means of a concrete object. These two types of conversation were compared on the feedback strategies, minimal responses, types of questioning, turn giving, and recognizing pupil input. The most important findings show that in the subject-centered conversations the teachers gave more feedback and different types of questioning were used. The results, and the fact that the pupils were clearly more motivated, lead us to the tentative conclusion that subject-centered conversations are better for the language development of young children than free-choice conversations. Further development of this didactic tool therefore deserves serious attention.
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Learning a Second Language in a Third Language Environment
Author(s): Paz González Gonzálezpp.: 31–40 (10)More LessThere has been a long tradition of concern with the "good language learner" in L2 research. One approach to this topic is to compare the performance of experienced language learners with people who have had less experience with languages. The present study provides comparable data for second- and third-language learners of English. It is hypothesized that L3 learners of English will learn the language with more facility and perhaps with more proficiency than L2 learners of English. The data was collected in two high schools in Amsterdam, where 30 immigrant (L3 learners) and 30 Dutch (L2 learners) students were tested on their knowledge of English with a C-test. They also gave answers to some questions about their personal status and language abilities. The scores were submitted to statistical analysis to test whether or not there was any significant difference between the groups. The statistical test chosen was the T-test for independent groups. The tests were first scored through exact scoring. Once the T-test was applied to both sets of scores (monolinguals and bilinguals), it turned out that the bilinguals scored significantly better than the monolinguals. The answers to the questionnaire were also investigated to find any correlations with the results in the C-test. In addition, the tests were scored through acceptable scoring, which, although no longer significant, still showed the superiority of the immigrant-bilinguals. The hypothesis was confirmed: the assumed superiority of bilinguals in acquiring languages is also found in the immigrant-bilinguals who took part in this study. Despite the negative effects of some of the socio-economic-educational factors affecting the performance of ethnic minority students in Holland, they still have a better aptitude for learning a third language.
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Allochtone Leerlingen en Allochtone Talen in Het Voortgezet Onderwijs: Verslag van een pilotstudie
Author(s): Jeroen Aarssen, Peter Broeder and Guus Extrapp.: 41–55 (15)More LessOwing to processes of migration and minorization, the Netherlands is increasingly developing into a multicultural society. Litde information, however, is available about the actual composition of this multicultural society. Statistics on immigrant minority groups are commonly based on nationality and/or birth-country criteria, which both suffer from increasing erosion. Ethnic self-categorization and home language use have been suggested as complementary or alternative criteria. Particularly in the context of education, data on home language use of immigrant minority pupils can supply relevant information on the multicultural composition of schools. In fact, such data are essential for language planning and educational policy. We carried out a language survey at two schools for secondary education, with a total group of 1305 respondents. The study establishes empirical evidence on: the distribution and vitalily of immigrant minority languages of pupils in secondary education; the complementary or alternative value of the home language criterion for the definition and identification of immigrant minority pupils; and the participation in and need for immigrant minority language instruction. Procedural matters (quality of the form, distribution to and within schools) are also investigated.
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Kinderliteratuur als Knooppunt
Author(s): Marianne Hermanspp.: 57–65 (9)More LessThe results of the pilot study reported on in this article indicate that the combination of children's books supplementary to the biology lessons does not diminish reading-achieve-ment test scores, and that there seems to be an advantage in domain-specific word knowledge. For 14 weeks, the time normally spent on unsustained silent reading in class was filled in by reading on particular subjects that were being discussed in biology lessons. The basic research assumption was that reading various texts on the same subject would not only positively affect the children's knowledge about this subject but would also improve their reading skills and their attitudes towards reading. The experimental group scored significandy better than their peer group on a domain-specific vocabulary test. This indicates that the books were used as stepping stones for building mental knowledge structures. Tests with respect to the other variables such as reading skills yielded no significant differences between the groups. However, post-hoc analysis showed an advantage for pupils from the lower social groups. Their attitude towards reading impro-ved considerably, in which respect they differed significandy from their peers. The results seem to confirm the ideas expressed in the international literature about content area reading and in aspects of schema theory. By reading the books in combination with the biology lessons, certain schemata could be activated which enable the pupils better to understand the new information and store it firmly in their memory. The redundancy of important words appearing in various contexts is a determinant of word knowledge.
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De Verwerving Van Morfologische Regels in Schrift: Over de schriftelijke verwerving van het meervoudsmorfeem -en in zelfstandige naamwoorden en werkwoorden
Author(s): Marjolein van Dort-Slijperpp.: 67–87 (21)More LessIn order to provide textbook authors with empirical data on acquisition of written morphology of plural forms in nouns and verbs in Dutch, a study was undertaken in grade 3 and 4. Subjects individually completed a comprehension and a production task in which factors such as number (plural-singular), word type (nouns-verbs), and syntactic information about number (explicit information-no information) were systematically varied. It turned out that plural in nouns was easier than plural in verbs, plural with audible morphology was easier than plural with silent morphology, comprehension was easier than production, and syntactic information about number facilitates performance, especially in the production task. These findings are in line with findings for mother tongue speakers of English and French.
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Schrijfvaardigheid en de Meting Van Voorkennis
Author(s): Lonneke Friepp.: 89–98 (10)More LessStudents' performance on writing tasks has shown to be variable. Students do not write texts of a constant quality. Research has shown that to some extent variations in prior knowledge can account for the difference in text quality, especially topic knowledge and knowledge of text types. This article argues that research on the influence of prior knowledge on writing lacks an explicit definition of such knowledge. An overview of theories on types and qualities of knowledge is presented to give a more detailed definition of prior knowledge. Furthermore, it is argued that research methods differ in the extent to which they are suited to measuring a specific type or quality of knowledge. A word-association task is described as an example of a method that can be used to measure a range of qualities of prior knowledge.
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Argumentatieve Teksten Leren Schrijven en Lezen Door Observeren: Welke instructiekenmerken leiden tot procesgeoriënteerde observaties?
Author(s): Martine Braaksma and Gert Rijlaarsdampp.: 99–108 (10)More LessCouzijn (Couzijn, 1995; Couzijn & Rijlaarsdam 1996) showed that learning to write and read argumentative texts is facilitated by observation tasks. Compared with executing the exercises themselves, observing others executing the tasks proved to be more beneficial in learning and transfer. In this article, we report on a detailed analysis of Couzijn's data, exploring the different learning activities in the observation task. An analysis of pupils' observation tasks showed differences in the mean percentage of process-oriented elaborations. Central to this article is the question: which features of instruction lead to process-oriented elaborations? Some features are discussed: different formulation of instructions and differences in the object of observation. It turns out that in observing readers, pupils elaborated more on the reading process than on the writing process when they were observing writers. Another finding was that good writers stimulated more process-oriented elaborations than weak writers.
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Vertalen Als Revisie
Author(s): Hella Breedveldpp.: 109–115 (7)More LessThe study of translation processes tends to focus on the local processes involved in finding translations for words or expressions in the source text. In order to find out which processes are involved in the production of a target text based on an existing source text in another language, translation studies may profit from models that have been developed in research on the writing process. Certain categories of cognitive activities found in research on the writing process can be used in the analysis of think-aloud protocols of the translation process. Especially the notion of revising, as developed in writing research, can help to understand how translators proceed in order to produce a good text in a target language.
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Met Het Oog op Vertalingen: Een empirisch onderzoek naar 'functionele' fouten in vertaalde teksten
Author(s): Cocky van Heestpp.: 117–128 (12)More LessAfter studying the functional model for translation quality assessment created by Hulst (1995) and primarily aimed at revealing textual relations, we addressed the question whether this model would enable us to define 'functional' errors, i.e. errors that obscure the textual relations in such a way that the text function cannot be understood properly. To find an answer to this question, two Spanish texts were analysed according to the method of text analysis of Hulst's model, and subsequently, 26 Dutch translations were broadly analysed. A systematic comparison of the translation errors with the analyses of the source texts demonstrated that errors causing changes in textual relations nearly always reduce the comprehensibility of the text, while other mistakes do not cause misunder-standing. Hence, the research has demonstrated that in fact a distinction can be made between 'functional' and 'non-functional' errors, and the criterion for such a classification is not the type of error, but its effect on the textual relations. An investigation among Dutch readers of the translations has convincingly confirmed this conclusion.
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Het Verloop Van de Communicatie in de Meertalige, Interculturele Setting Van Het Nader Gehoor
Author(s): Dorien Ballout-Siemons and Lydia Doornebospp.: 129–138 (10)More LessThis study investigates the communication process in the asylum hearing. The asylum hearing is the only opportunity asylum seekers have to explain their reasons for applying for asylum. On the basis of this hearing, the Ministry of Justice decides if the asylum seeker is granted the status of refugee in the Netherlands. In the hearing, communication takes place between people with different languages and with different cultural backgrounds. This study investigates whether problems do occur during the asylum hearing and, if so, of what nature they are. The method we used in this study is bipartite. First, we analysed hearing reports in which the whole interview is written down. Second, we interviewed all participants in the hearing: the asylum seeker, the interpreter, the representative of justice, and the legal aid worker (who is involved but not active in the asylum hearing). The results show that communication problems do indeed occur during the asylum hearing. The problems are mostly caused by misinterpretation due to the different cultural backgrounds of the participants. Problems due to the different language backgrounds also occur, but mainly when the interpreter and the asylum seeker have different mother tongues.
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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