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1
Kroon, Sjaak, and Jan Sturm. "Eigen Taal." Thema's en trends in de sociolinguistiek 4 70 (January 1, 2003): 147–59. http://dx.doi.org/10.1075/ttwia.70.13kro.
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The Dutch discussion on immigrant minority language teaching, which has been going on for three decades now, shows a remarkable lack of conceptual clarity. This not only includes the content of the subject, but also its aims and its operationalisation in classroom practice. In creating this unclarity, not only the ministry of education and its advisors but also scholars and opinion leaders are involved, irrespective of their position against or in favour of this type of language teaching. This is shown on the basis of a reconstruction of the different versions of eigen taal (litt.: 'own language', i.e. the object of immigrant minority language teaching) in a number of central policy papers of the ministry of education, and on the basis of an analysis of the linguistic, pedagogic and public discourse that developed in this context. In order of appearance, three main versions of eigen taal are distinguished: offiaéle taal van het land van herkomst (official language of the country of origin), allochtone levende taal (non-indigenous living language) and gekomen taal (chosen language). The analysis shows that the recent 2002 decision of the Dutch government to do away with immigrant minority language teaching and give priority to the teaching of Dutch, should not be considered a surprise: without a fundamental change in societal power relationships, immigrant minority languages have little prospect of becoming a legitimate part of the dominant curriculum.
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Aarts, Rian, and Jeanne Kurvers. "Ouders, Taal en Interactie in Opstap Opnieuw." Toegepaste Taalwetenschap in Artikelen 66 (January 1, 2001): 9–22. http://dx.doi.org/10.1075/ttwia.66.02aar.
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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.
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Eising, Wilma. "Verwerving Van Woordvolgorderegels In Het Nederlands Als Tweede Taal." Toegepaste Taalwetenschap in Artikelen 50 (January 1, 1994): 73–86. http://dx.doi.org/10.1075/ttwia.50.07els.
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This contribution discusses the research questions and preliminary results of a PhD-project carried out at the Free University of Amsterdam. The aim of the project is to gain more insight into the ways in which Turkish and Moroccan immigrants in the Netherlands learn word-order rules of Dutch. The main differen-ce between the languages spoken by the two groups of learners is that Turkish, like Dutch, is an SOV-language, whereas the Moroccan languages (Berber and Moroccan Arabic) are VSO/SVO languages. The central question to be answered is whether all learners, regardless of their mother tongue, go through three acquisitional stages, in which certain word-order rules are acquired as part of a cluster. The idea is that learners build an interlanguage system on the basis of structures they can process; once certain rules are acquired, restructuring of the interlanguage system takes place. This, in turn, may lead to the acquisition of another cluster of rules. In order to be able to answer the research questions, we decided to analyse spontaneous speech samples and to elicite lacking information by means of four experiments. Once the second part will be completed, we hope to be able to decide whether rules are learned as a cluster, which would indicate that restructuring of the interlanguage system has taken place. The first part of the project is mainly aimed at individual language development; this part has not yet been completed. The analysis of spontaneous speech samples was made possible by the Max-Planck Institut für Psycholinguistik in Nijmegen, which made available data of the European Science Foundation Second Language Databank; these data consisted of transcripts of speech samples of 4 Turks and 4 Moroccans, collected over a period of 30 months. The first part of the paper presents some of the theoretical notions employed in second language research, as well as the main rules of Dutch that have to be acquired. Also, the three languages involved in the project are compared. In the next sections the research questions, the design, the data analysis and some interim results are discussed. The main conclusion is that there are indications that certain rules are indeed clustered together, although the different stages are not strictly separated.
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Doetjes, Gerard. "De rol van Taal Variatie en Taalafstand in de Communicatie Tussen Zweden, Noren en Denen." Toegepaste Taalwetenschap in Artikelen 69 (January 1, 2003): 131–42. http://dx.doi.org/10.1075/ttwia.69.11doe.
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The typological and lexical similarities between the major Scandinavian languages Danish, Norwegian and Swedish as well as a feeling of economic, political and cultural togetherness, facilitate direct interscandinavian communication. Communication participants use their own languages, both in speaking or writing and in decoding what is said or written. This specific situation is called semicommunication. There are, however, problems in semicommunication, too. The pronunciation of Danish has changed strongly over time, and English has strengthened its position as a global lingua franca. The question of how well Scandinavians really understand one another is, therefore, an interesting one. Research has shown that Norwegians have a better understanding than other Scandinavians. This can be accounted for by their language's intermediate position. Another explanation is the linguistic variation in Norway, making Norwegians more experienced in interpreting small differences between language variants. In my MA-thesis, I have focussed on the differences as regards Norwegian language variation experience between the smaller and more experienced Nynorsk group and the bigger and less experienced Bokmål group. Both groups' understanding of written Swedish was tested. A Danish control group took the same test. Results show that the Norwegian group in general had few problems understanding written Swedish. A difference between the Nynorsk group and the Bokmål group, however, could not be found.
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Spoelman, Marianne, and Marjolijn Verspoor. "De Ontwikkeling van Schrijfvaardigheid in het Fins als Vreemde Taal." Toegepaste Taalwetenschap in Artikelen 81 (January 1, 2009): 121–32. http://dx.doi.org/10.1075/ttwia.81.12spo.
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Within Dynamic Systems Theory (DST), it is assumed that differences in the degree of variability can provide insight into the process of L2 development. This longitudinal case study investigates intra-individual variability in Finnish learner language, focusing on the development of accuracy and complexity. The study involves 54 writing samples, written by a Dutch student who learned Finnish as a foreign language. Finnish, a synthetic language of the agglutinating type, is very different from Indo-European languages and well known for its complex morphology. This complex morphology was investigated for accuracy in form and use. Word-, Noun Phrase-, clause- and sentence constructions were examined for complexity. The purpose of the study was to explain the fluctuations of intra-individual variability and complex relations between variables and to detect both supportive and competitive relationships between growers in order to provide valuable insights into the dynamic processes involved in L2 development.
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Verster, Pieter. "Challenges of the diversity of languages in churches: The unity of the church and language." Tydskrif vir Geesteswetenskappe 59, no. 2 (2019): 192–202. http://dx.doi.org/10.17159/2224-7912/2019/v59n2a2.
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Du Plessis, T. "Die taal of die cheetah? Perspektiewe op die belang van taalsigbaarheid by die nuwe Vrystaatse nommerplaat as openbare teken." Literator 28, no. 2 (July 30, 2007): 119–44. http://dx.doi.org/10.4102/lit.v28i2.162.
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The language or the cheetah? Perspectives on the importance of language visibility on the new Free State number plate as public sign This article investigates the importance of language visibility on the new Free State number plate, on the basis of a survey that was conducted during 2002 among a representative group of motor-vehicle owners in the province. This survey tested the opinions of respondents in respect of two aspects. On the one hand, opinions regarding the illustrated design of the new number plate which was introduced in 2002, were tested; and on the other hand, opinions concerning the linguistic features of the number plate were also investigated. In this article, selected responses to two sets of questions relating to the above will be compared, in order to determine the effect of the graphic design of the new number plate on respondents’ opinions regarding language visibility. A positive identification therewith would provide an indication of the degree to which the negative effect of reduced language visibility on the illustrated number plate in the province’s two main languages, by this minimised.
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de Grauwe, Luc. "“In Overlandsche ende in Duytsche sprake” und “Die alghemene Duytsche tael”." Amsterdamer Beiträge zur älteren Germanistik 77, no. 3-4 (October 19, 2017): 637–68. http://dx.doi.org/10.1163/18756719-12340096.
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Abstract The first printed Dutch grammar was entitled Twe-spraack vande Nederduitsche letterkunst (1548). In many places, the grammar names its own language simply Duytsch, but the book also uses this term – depending on context or audience, not seldom melting one significance into another – for what now is known as ‘Continental (West) Germanic’ (“Ick spreeck int ghemeen vande duytse taal, die zelve voor één taal houdende”, p. 110), referring to the entire complex of linguistic varieties, which nowadays come under the cognate standard languages Dutch (formerly in English Low/Nether Dutch) and German (High Dutch). Many textbooks, grammars, dictionaries etc. in 16th- to 18th-century Netherlands and Flanders strikingly reserved simple Duytsch for their own language (hence Dutch), contrasting it with ‘marked’ Hoogduytsch or even Overland(t)sch (avoiding hyperonymic -duytsch!). In addition to a treatment of the term Duytsch, this article also deals with some other, strongly related cruces in the Twe-spraack.
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van de Craats, Ineke. "Taal(on)Bewustzijn en Tweede-Taalverwerving." Taal en bewustzijn 68 (January 1, 2002): 27–37. http://dx.doi.org/10.1075/ttwia.68.03cra.
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In this paper, the question is raised as to what extent language awareness can contribute to second-language acquisition. It is argued here that adults (without skills in any other language than their mother tongue) acquiring a second language undergo a process of increasing language awareness when they learn a second language without any formal instruction. Confronted with an unknown language the code of which they have to crack without any help, these learners seem to become aware of the features of their own language before they focus on the structure of the new language. There is no direct access to this process of language awareness, but I believe that double constructions and self-corrections produced by these learners provide evidence that they become aware of differences between L1 and L2. Finally, it is suggested that noticing and input enhancement, even some explicit contrastive information on L1-L2 differences (which spontaneous learners try out to find for themselves) might benefit L2 learners who are unaware of the fact that they still use an L1 grammatical system.
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van de Craats, Ineke, and Anne Kerkhoff. "Tweede Taal en Moedertaal bij Laagopgeleiden." Onderzoek ontmoet onderwijs 64 (January 1, 2000): 129–36. http://dx.doi.org/10.1075/ttwia.64.13cra.
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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.
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van Berkel, Ans. "Spellingproblemen In Een Vreemde Taal." Psycholinguistiek en taalstoornissen 24 (January 1, 1986): 127–37. http://dx.doi.org/10.1075/ttwia.24.14ber.
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After a brief exposition of the learning of spelling in the mother tongue this process is compared with the learning of spelling in a foreign language. On the basis of a number of examples the problems are discussed which weak spellers encounter in learning to spell in a foreign language.
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Hahn, Stefan, Marco Dinarelli, Christian Raymond, Fabrice Lefevre, Patrick Lehnen, Renato De Mori, Alessandro Moschitti, Hermann Ney, and Giuseppe Riccardi. "Comparing Stochastic Approaches to Spoken Language Understanding in Multiple Languages." IEEE Transactions on Audio, Speech, and Language Processing 19, no. 6 (August 2011): 1569–83. http://dx.doi.org/10.1109/tasl.2010.2093520.
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van Rensburg, Christo. "Taal, oorlog en oorwinnings." Language Matters 34, no. 1 (January 2003): 86–89. http://dx.doi.org/10.1080/10228190308566196.
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Makalela, Leketi. "Translanguaging in kasi-taal: Rethinking old language boundaries for new language planning." Stellenbosch Papers in Linguistics Plus 42 (January 29, 2014): 111. http://dx.doi.org/10.5842/42-0-164.
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Viet-Bac Le and L. Besacier. "Automatic Speech Recognition for Under-Resourced Languages: Application to Vietnamese Language." IEEE Transactions on Audio, Speech, and Language Processing 17, no. 8 (November 2009): 1471–82. http://dx.doi.org/10.1109/tasl.2009.2021723.
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de Graaff, Rick. "Hoe Beïnvloedt Kennis Over Taal de Verwerving Van Een Vreemde Taal? Evidentie Vanuit Een Computeronder-Steunde Cursus Spaans." Toegepaste taalwetenschap in discussie 58 (January 1, 1998): 119–26. http://dx.doi.org/10.1075/ttwia.58.16gra.
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The article reports on an empirical study of the faciltative effect of explicit instruction about language structure on the acquisition of second language (L2) morphosyntax, by means of an experiment in which students learning Spanish were given varying amounts of explanation about the grammatical structure. Students took a computer-assisted self-study course under explanation or non-explanation conditions, and were tested on the acquisition of a simple and a complex morphological structure and a simple and a complex syntactic structure. It is argued that explicit knowledge about language does not convert into implicit knowledge of language. The study is based on an attention focusing position, according to which implicit knowledge is acquired as a result of noticing specific forms and their meanings in the target language; noticing can be facilitated by explicit knowledge built up as a result of explicit instruction.
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Van Houwelingen, F., and A. Carstens. "'Nederlandismes' in HAT." Literator 19, no. 2 (April 30, 1998): 1–12. http://dx.doi.org/10.4102/lit.v19i2.518.
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Dutch influence in HAT (1994) Although there is consensus among linguists that Afrikaans and Dutch are related languages, and that Afrikaans originated from 17th century Dutch, the differences between present-day varieties of Afrikaans and Dutch serve as proof that we are dealing with two separate languages. These differences should be clearly visible in descriptive as well as normative sources of the two languages. However, the third edition of Verklarende Handewoordeboek van die Afrikaanse Taal (HAT), one of the leading Afrikaans standard monolingual dictionaries, contains headwords as well as microstructural information that do not agree with the reality of the Afrikaans of today. An empirical investigation conducted among Afrikaans-speaking dictionary users has proven that a significant Dutch influence is still prominent - in the micro- as well as the macrostructure of the dictionary. It is believed that the Dutch "thread" of many Afrikaans dictionaries has indirectly contributed towards the creation of a super-standard norm, which is partially responsible for the estrangement between the cultural language and the vernacular.
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Van de Velde, Freek. "Weerspiegelt taal cultuur?" Tijdschrift voor Nederlandse Taal- en Letterkunde 137, no. 1 (January 1, 2021): 73–80. http://dx.doi.org/10.5117/tntl2021.1.003.veld.
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Irizarri van Suchtelen, Pablo. "Taal, Muziek en Werkgeheugen." Toegepaste Taalwetenschap in Artikelen 73 (January 1, 2005): 111–21. http://dx.doi.org/10.1075/ttwia.73.11suc.
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The present research addressed the question: "Is there a relationship between individual differences in aptitude for processing musical information and individual differences in aptitude for processing linguistic information?" An extensive exploration of linguistic and musical theory, aptitude studies, and the literature on the processing of language and music, led the author to believe that a relationship between linguistic and musical forms of aptitude could be found in aspects of working memory. Four tests were designed to measure an individual's working memory spans for linguistic and musical processing. The results of 70 participants from a secondary school on these tests and on a French listening examination were compared. Significant correlations were indeed found between the scores on these five measures. Furthermore, the complexity of the information to be processed, the musical experience of the participants and other factors were found to have an effect on correlations. Especially at higher levels of processing, musical and linguistic processing capacity seem to be associated. No definitive conclusions could be drawn, among other thing because of the 1OW reliability of two of the tests, but the results do encourage further research into this relatively new area in second language acquisition.
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Stander, M. "Taaloordrag in die onderrig van Afrikaans as tweede taal." Literator 22, no. 3 (June 13, 2001): 107–22. http://dx.doi.org/10.4102/lit.v22i3.371.
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Language transfer in the teaching of Afrikaans as a second language The biggest problem facing lecturers of Afrikaans as a second language at tertiary institutions is the fact that second-language students are usually taught by non-native speakers at primary and secondary levels. The language form used by these teachers shows clear deviations in comparison to the standardised form. This language form, which can be compared to an interlanguage, has its own distinctive features, and forms the target language of second-language speakers. The short period that second-language speakers are exposed to the standardised form at tertiary level is not enough to improve the situation significantly. The result is that students who qualify themselves as teachers, will transfer the same language form to their pupils at primary and secondary levels. One of the consequences is that this language form develops into a non-standardised form. Examples of deviations from teachers’ as well as from students’ language forms will be compared to indicate clearly the transfer that takes place.
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Kotzé, Herculene, and Roné Wierenga. "Gewone taal – ’n Oorsig." Southern African Linguistics and Applied Language Studies 39, no. 1 (January 2, 2021): 110–11. http://dx.doi.org/10.2989/16073614.2021.1909487.
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Kucfir, Agnieszka. "De rol van de Processability Theory van Pienemann in de verwerving van het Nederlands als tweede taal bij Poolse studenten." Neerlandica Wratislaviensia 27 (March 9, 2018): 47–54. http://dx.doi.org/10.19195/8060-0716.27.5.
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De rol van de Processability Theory van Pienemann in de verwerving van het Nederlands als tweede taal bij Poolse studenten Pienemann’s Processability Theory PT hypothesizes that the grammatical structures of a second language are acquired in an order that is universal for all languages. The main aim of this article is to investigate the validity and reliability of this theory for the acquisition process of Dutch as L2 by Polish students. PT was tested on a group of 15 first-year Dutch philology students at the University of Wrocław, after 300 hours of intensive Dutch language course. The oral production test checked the acquisition level of three Dutch grammatical structures, representing consecutive stages of L2-development: agreement between adjective and noun stage III, agreement between verb and subject stage IV and word order in subordinate clauses stage V. Pienemann’s hypothesis seems to be valid for the acquisition of Dutch language as L2 only if the criterion of one correct use of a grammatical structure is taken into consideration. When it comes to the two other criteria 50% and 90% of correct use the structure representing stage III seems to be acquired after the structures representing stages IV and V, which forms a counter-evidence for the Processability Theory.
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Extra, Guus. "Onderwijs Nederlands als Tweede Taal aan Volwassenen." Nederlands als tweede taal 22 (January 1, 1985): 107–28. http://dx.doi.org/10.1075/ttwia.22.10ext.
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In this text five focal areas for teaching Dutch as a second language to adults are discussed. The first two areas derive from a didactic cycle that calls for a discussion in series: insights into language needs are necessary - although insufficient - prerequisites for defining and choosing educational objectives. In turn, only operationalized educational object-ives make it possible to select and grade course contents at the level of words, utterances and texts. Both the definition of language needs and educational object-ives (§1), and the selection and gradation of course contents (§2) are necessary pre-activities for our third perspective: the development and use of textbooks and tests (§3). For using textbooks, too we need a discussion in series, running from registration, description, and evaluation to selection of text-books. In our section on developmental activities, we also pay attention to different tests for measuring second language proficiency of adults. Research needs are our fourth focal area for teaching L2 Dutch to adults (§4). In this section we go into several research themes and into their relevance for L2 teaching. Our last perspective derives from public policy with respect to L2 Dutch (§5). We focus on existing government provisions and conditions, and on main policy plans with respect to teaching Dutch as a second language to adults.
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Nienhuis, L. J. A. "Schrijfvaardigheid in een Vreemde Taal." Taalonderwijs aan gevorderden 25 (January 1, 1986): 61–72. http://dx.doi.org/10.1075/ttwia.25.07nie.
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At university level, many modern language courses continue to use translation in their training and testing program of writing proficiency. In this article we report on an empirical investigation intended to trace differences between translations and short essays of third year students of French. Two groups of about 30 students translated a text of 300 words and wrote an essay of the same length; the topics of both texts were somewhat controversial: a-the relative value of the study of Latin .and Greek; b-the moral problem of the transplantation of the heart of a monkey in a human baby. Group I translated the text on topic a and wrote an essay on topic b; group II did the reverse. The products of each group were rated on one aspect, correctness of language, by three raters who worked independently. First, they rated the texts according to the impressionistic method as is usually done for essays; in order to improve reliability, they divided each writing product in four paragraphs of approxi-mately equal length, and scored each paragraph separately. A month later, they rated the same texts; this time, they marked and counted errors: this corresponds to the usual way of rating translations. The mean scores for the translations were somewhat lower than the mean scores for the essays: quality of language thus seems to be superior in the latter. Correlations between translation and essay scores of the same rater were about .64; this does not seem to differ much from what is known about correlations between the scores for two essays of one student on different topics. Correlations between the impression scores and the error-count scores of the same raters were about .75 : it is evident that the two rating methods didn't yield very different scores. Counting errors with or without the comparison of the translations with the original text resulted almost in the same scores: correlations were about .90. The error-count method yielded a higher rater reliability (of about .80) than the impressionistic method, but this rating too was relatively reliable (about .70). The analysis of a small number of translations and essays didn't show any remarkable and systematic differences between three stylistic characteristics of these two kinds of written products; the characteristics we analysed were: type/token ratio, mean T-unit length, syntactic complexity. No systematic relation between these characteristics and quality of language, i.e. the two kinds of correction scores, was found.
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Ginkel, Lieneke van. "Woorden Leren In Een Vreemde Taal." Toegepaste Taalwetenschap in Artikelen 32 (January 1, 1988): 60–93. http://dx.doi.org/10.1075/ttwia.32.05gin.
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In this article an account is given of research concerning vocabulary acquisition in a foreign language and its provisional didactic implications. Until recently, word learning was a neglected aspect of foreign language acquisition. Now, the importance of vocabulary acquisition for high level competence of the foreign language has been recognized and in research growing attention is paid to this aspect. Such research aims at developing a systematically worked-out strategy for teaching and learning words, thereby taking into account insights based on linguistics and on cognitive psychology. More and more linguistic theories no longer consider the lexicon as a collection of individual items, but as a system in which the elements are interrelated and from which they derive their values. The learner will have to be informed about the structure of the lexicon at the syntactic level as well as at the semantic level and about how words function in the foreign language. Vocabulary acquisition research in cognitive psychology mainly focused on mnemonics which are required for paired associative learning. Of greater importance to vocabulary acquisition, however, is research on how the memory functions. In this connection the most important memory theories will be discussed. In discussing the didactic applications of these often speculative insights a distinction is made between techniques which base their approach of vocabulary acquisition on linguistics principles, techniques which make an expUcit difference between a receptive and a productive knowledge of vocabulary and techniques which include presenting words in context. Although it is a step in the right direction in that growing attention is paid to the teaching and learning of foreign vocabulary, there still remains much research to be done, especially at the empirical level.
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de Haan, Dorian. "De taal van de Morele Ontwikkeling." Onderzoek ontmoet onderwijs 64 (January 1, 2000): 153–65. http://dx.doi.org/10.1075/ttwia.64.16haa.
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In studies of the moral development of children the focus obviously is on the interaction between children. However, research in which the language involved is systematically explored is scarce and fragmented. The main aim of the project is to fill this gap. The project analyses whether the model of Brown & Levinson (1987) of politeness strategies can be used as a broader framework. In this article the focus is on one component of this model relating to the language of togetherness. The research is a longitudinal case study of one child in his interactions in a day-care centre and an after school centre. The data in this report concern the whole group of children in the first and the last recordings.
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Steurs, Frieda. "Taal is Business! Over globalisering en toepassingen in de taalkunde." Neerlandica Wratislaviensia 28 (June 26, 2019): 231–45. http://dx.doi.org/10.19195/0860-0716.28.17.
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Language is Business! On globalisation and applications in linguisticsHow did Microsoft handle its language policy and the different language versions of its software? Why did Starbucks’ ginger coffee fail in Germany? Why did McDonalds change its menus in Europe? What is the cost of a mistake in a translation? In order to succeed globally, enterprises and organisations have to be able to adapt to local circumstances and deliver top quality, also in their multilingual communication. It involves investing in communication and translation. Language has its price and its value.In this paper, I want to point out the economic value of language. In a globalising world, the language sector has developed into an industry. The importance of language and communication in modern economies and societies and the need for language professionals are very often underestimated. Every company needs to have a language policy and has to invest in multilingualism and active support for translation and localisation. Recent developments in globalisation and localisation show that there is a huge need for professional language experts.
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van Bergeijk, D. "Wetenschappelijke Informatie In Een Vreemde Taal Gepubliceerd." Vertalen in theorie en praktijk 21 (January 1, 1985): 32–40. http://dx.doi.org/10.1075/ttwia.21.05ber.
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For scientific research it is essential to know what has been published in one's field. Too often literature published in a language the researcher does not master is neglected. Available information is then not used, This paper outlines what can be done to access this literature and which modern resources can assist the users of foreign language literature. In particular the activities of the International Translation Centre will be discussed as well as the unique database of existing scientific and technical translations: the World Transindex.
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Swanepoel, C. F. "Interdissiplinêre taal- en literatuurstudie in Suid-Afrika." Literator 12, no. 2 (May 6, 1991): 35–48. http://dx.doi.org/10.4102/lit.v12i2.757.
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Interdisciplinary cooperation as an option flows from a fundamental adjustment of public thinking in the country, and from the belief that it could possibly contribute to the dynamic survival of smaller departments under the threat of rationalisation. Several initiatives during the 1980s, especially from the HSRC, serve as a foundation for future planning. While not implying the disappearance of individual departments, interdisciplinary work does require a sharing of common experiences and a greater interaction between departments. It also implies the raising of the status of secondary sources, including translations of literary works. As an international vehicle, English could serve as common medium in interdisciplinary interaction. While neighbouring departments are free to devise their own programmes, preference should be given to national priorities, such as South African spoken language and historical-comparative literary studies. The need for training for comparative work, coordination, adequate funding, professional liaison and lobbying, may compel language and literature associations to federate in an umbrella body, especially in the wake of the rationalisation of the Institute for Research into Language and the Arts at the HSRC.
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Blok-Boas, Atie. "Schrijven in Een Tweede Taal." Schrijven in moedertaal en vreemde taal 40 (January 1, 1991): 130–37. http://dx.doi.org/10.1075/ttwia.40.12blo.
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In this article an attempt will be made to explain the nature of the non - native character of Italian L2 texts written by advanced Dutch university students by analyzing the various ways in which the nominal group is formed in these texts. It will be argued that the non -native character of the L2 nominal group is to be ascribed to an imbalance in the use of the possibilities offered by the target language, an imbalance that is the outcome of Ll-based choices.
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Blok-Boas, Atie. "Een Nieuwe Taal - Bekende Woorden." Toegepaste Taalwetenschap in Artikelen 53 (January 1, 1995): 195–201. http://dx.doi.org/10.1075/ttwia.53.17blo.
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In this article it is argued that the discussion about the effects of cognates on the acquisition of vocabulary should not be limited to cognatepairs in L1 and L2, but should also take into account the possible knowledge of cognates in other languages. Beginning students of Italian L2 scored equally well in the interpretation of Italian words with cognates in Dutch and English as in the interpretation of Italian words with cognates in English but not in Dutch. Between students without any knowledge of Italian and students with some minimal knowledge ('a holiday in Italy') there was a signficant difference in the number of correctly interpreted words. Since the words had a low frequency rate, the difference is attributed to a greater awareness of Italian wordform in general. This implies that awareness of morphological regularities is formed in the initial stages of the acquisition process and is actively used in interpretation of words. Transparancy is also a factor in the interpretation of new words. The results seem to confirm the hypothesis that cognates in which Italian morphology determines only the ending of the word are easier to recognise than words with discrepancies in stem and ending.
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Blommaert, Jan. "Language Planning as a Discourse on Language and Society." Language Problems and Language Planning 20, no. 3 (January 1, 1996): 199–222. http://dx.doi.org/10.1075/lplp.20.3.01blo.
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SAMENVATTING Taaiplanning als bezinning over taal en maatschappij: de taalkundige ideologie van een geleerde traditie Taalplanning is een traditie die vooral in de jaren 1960 en 1970 bijzonder productief was en in zich een groot optimisme ontwikkelde. De traditie viel wat stil in de jaren 1980, maar kent nu weer een heropbloei, o.m. omwille van de ontwikkelingen in Zuid-Afrika. In deze bijdrage wil ik een evaluatie van de voorbije traditie aansnijden, in het perspectief van de optimalisatie van het theoretisch, conceptueel en methodologisch kader van taalplanning-studies. Ik schets eerst kort de historische ontwikkeling van taalplanning, en ga vervolgens in op enkele ideologische aspecten die in veel traditioneel werk terug te vinden zijn. Ik bespreek achtereenvolgens de courante boutade dat taalplanning geen theoretische achtergrond zou hebben; de intuïtieve beperkingen die taaiplanners zich in hun studies leken op te leggen; de organische visies op taal en maatschappij ; het oligolingualisme en de assumpties van efficiëntie en integratie. Vervolgens vat ik de kritieken van Glyn Williams en Andrew Apter samen. Zij bepleiten een sterkere politieke invalshoek, die taal naast een reeks andere maatschappelijke kenmerken plaatst. Ik sluit af met een pleidooi voor een combinatie van een historiografische en een etnografische benadering in het bestuderen van language planning. RESUMO Lingvoplanado kiel debato pri lingvo kaj socio: la lingvistika ideologio de sciencista tradicio Lingvoplanado estas tradicio kiu estis tre fekunda cefe en la 1960-aj kaj 1970-aj jaroj kaj kovis en si grandan optimismon. Gi iom fadis en la 1980-aj jaroj, sed nun denove floras, i.a. pro la evoluoj en Suda Afriko. Mi ci tie ekanalizas la tradicion de la pasinteco cele al plibonigo de la teoria, koncepta kaj metodologia kadro de studoj pri lingvoplanado. Mi koncize skizas la historian evoluon de lingvoplanado, kaj poste tusas aron da ideologiaj aspektoj kiujn oni renkontas en multaj el la tradiciaj laboraĵoj. Mi diskutas la aserton ke lingvoplanado ne havus teorian fonon, la intuiciajn limigojn kiujn lingvoplanantoj sajnis starigi al siaj propraj studoj, la organajn konceptojn de lingvo kaj socio, plurlingvismon, kaj la premisojn de efikeco kaj integrado. Mi resumas la kritikojn de Glyn Williams kaj Andrew Apter, kiuj pledas por pli politika aliro en kiu lingvo estas unu el aro da sociaj faktoroj. Fine mi pledas por tio ke en la studado de lingvoplanado oni uzu kombinon el historiografia kaj etnografia aliroj.
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de Bot, Kees. "Leren Praten en Door Praten Leren in Een Vreemde Taal." Spreken in moedertaal en vreemde taal 54 (January 1, 1996): 9–23. http://dx.doi.org/10.1075/ttwia.54.02bot.
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In this article a description is given of the language production process based on Levelťs 'Speaking'-model. Using this type of model will help us to understand better the subprocesses in language production and the kind of knowledge and procedures needed to produce language. A full definition of what knowledge is needed will also help us to model the different stages a language learner goes through. In the second part of this article recent developments with respect to the role of output in SLA are discussed from the perspective of the model presented. It is concluded that in language acquisition both input and output are needed and that in fact output may have as an important function the generation of very specific input that will support the acquisitional process.
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Kloppers, E. "Noem my jou metafore... Metaforiese taal as geloofstaal." Literator 24, no. 1 (August 1, 2003): 69–82. http://dx.doi.org/10.4102/lit.v24i1.281.
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Name your metaphors… Metaphorical language as the language of faith The use of metaphorical language is an inherent characteristic of all human communication. Faith is communicated by means of metaphorical language, images and imagination. In this article it is indicated how theology utilizes metaphorical ways of expression in order to communicate faith. Effective metaphors that speak to people in new and changing situations must constantly be found. A metaphorical theology is therefore essential and need to be promoted. A relevant theological metaphorology can only come about in dialogue with literature and the arts. Aspects of the so-called New Reformation are briefly discussed regarding the need to use new metaphorical ways of speaking.
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Damhuis, Resi. "Indexen Voor Beurtwisselingsinitiatief in Tweede-Taal Verwerving." Spreken in moedertaal en vreemde taal 54 (January 1, 1996): 103–15. http://dx.doi.org/10.1075/ttwia.54.10dam.
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For optimal second language acquisition (SLA) classroom interactions have to allow normative speaking children to participate actively, because such initiative-rich participation enhances the children's development of linguistic and communicative competence. This article focuses on turn-taking initiatives. Turn-taking initiatives vary in their initiative strength. Restricting analysis exclusively to strong initiatives yields an incomplete picture of the contribution of a conversation to SLA. Less strong initiatives, too, must be taken into account. To analyze each utterance for its initiative value, a turn-taking taxonomy was developed, leading to turn-taking indices that represent the mean initiative value of all utterances by a speaker. Language data from kindergarten conversations show that only results on strong initiatives differ from results on turn-taking indices. It is argued that in order to assess the value of a conversation for SLA both kinds of measures, strong initiatives as well as indices, are necessary.
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Verhoef, M., W. A. M. Carstens, and K. Van de Poel. "Op weg na ’n koherente siening van die taal- en tekspraktyk." Literator 24, no. 3 (August 1, 2003): 15–30. http://dx.doi.org/10.4102/lit.v24i3.299.
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Towards a coherent view of language and text practice The aim of this article is to investigate different possibilities by which generic principles underlying activities associated with the language profession are explored so as to extract uniform fundamentals inherent to all these activities. The following issues are attended to: • An exploration of the underlying historic principles of rhetoric and argumentation in search of the founding principles of current text and language practice. • An investigation of the communication models of Sebeok and Jakobson, as well as of Jakobson’s threefold distinction (intralingual, interlingual and intersemiotic translation) as a heuristic basis in the quest for a universal definition and delineation of activities related to text and language practice. The article concludes with the view that, despite the fact that more issues need to be clarified, it seems as if sufficient coherence could be located in the underlying principles of all activities related to language practice, thus enabling scholars and practitioners to view language and text practice as a single field.
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Turk, Thomas N. "Search and Rescue: An Annotated Checklist of Translations of Gray's Elegy." Translation and Literature 22, no. 1 (March 2013): 45–73. http://dx.doi.org/10.3366/tal.2013.0099.
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This is a checklist of the more than 260 known published translations of Gray's poem, without restriction as to language or period, with supplementary information on the trasnslators, where their work may be found, etc. Forty different languages are involved, with Latin (44 translations), French (39), and Italian (28) numerically leading the list. Known translations peak in the Romantic era and continue to the present day. It has been claimed that all English and American poets owe something to the Elegy, but it has also been a singular influence on other languages, especially Indian, Japanese, and the languages of Eastern Europe.
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Kanselaar, Gellof, and Gijsbert Erkens. "Menu-Gestuurde 'Natuurlijke Taal' Interfaces voor Intelligente Onderwijssystemen." Computer-ondersteund talenonderwijs 49 (January 1, 1994): 27–44. http://dx.doi.org/10.1075/ttwia.49.03kan.
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In the DSA-project (Analysis of Dialogue Structure in interactive problem solving) we are studying the relationship between the cognitive aspects of information processing and the communicative process of information exchange during cooperative problem solving. On the basis of analyses of task-dialogues a prototype of a 'Dialogue Monitor' for an "Intelligent" Cooperative System has been implemented. The monitor is the central part of a computer-assisted educational program that 'thinks along' with the student and cooperates in jointly solving a problem task. For the actual interaction with this prototype a menu-based 'natural language' interface has been constructed. By means of interconnected menus the student can select constituents of the utterance he/she wants to create. The interface translates the selections made by the students into 'natural language' (Dutch) sentences. The advantages of this kind of interface are obvious: no ambivalent semantic parsing and no typing skill is required. Furthermore, the interface is very flexible and relatively easy to use. With the interface a large number of different sentences can be constructed (about 3.2 million). The 'Dialogue Monitor' programme has been used experimentally with students (10-12 years old) of two elementary schools. Prerequisites and methods for constructing a menu-based 'natural language' interface are discussed in this article. The first results of students using the interface will be reported.
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van Berkel, A. J. "Leren Spellen in Engels als Vreemde Taal." Onderzoek ontmoet onderwijs 64 (January 1, 2000): 145–51. http://dx.doi.org/10.1075/ttwia.64.15ber.
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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.
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Sarikaya, Ruhi, Mohamed Afify, Yonggang Deng, Hakan Erdogan, and Yuqing Gao. "Joint Morphological-Lexical Language Modeling for Processing Morphologically Rich Languages With Application to Dialectal Arabic." IEEE Transactions on Audio, Speech, and Language Processing 16, no. 7 (September 2008): 1330–39. http://dx.doi.org/10.1109/tasl.2008.924591.
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VAN LANGENDONCK, Willy. "Taalfilosofie en linguïstiek als complementaire benaderingen van taal." Leuvense Bijdragen - Leuven Contributions in Linguistics and Philology 92, no. 1 (October 1, 2003): 183–98. http://dx.doi.org/10.2143/lb.92.1.542039.
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Koster, Loes. "Woorden Leren in Een Vreemde Taal." Toegepaste Taalwetenschap in Artikelen 35 (January 1, 1989): 74–82. http://dx.doi.org/10.1075/ttwia.35.07kos.
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In an experiment two hypotheses were tested: 1. learning new words by extracting their meaning from context and by rehearsing them in context, facilitates the use of these words in situations involving the foreign language (e.g. a cloze test) 2. learning new words by linking them to mother tongue equivalents and rehearsing them in isolation, facilitates the use of these words involving the mother tongue ( e.g. an isolated word test). Two methods of learning English words by 13 year old Dutch pupils were contrasted. All subjects were presented several English texts containing unfa-miliar word. In one condition they received with every unfamiliar word three English sentences containing the target word. The meaning of the word was to be extracted from the text and the sentences. In the other condition they received with every unfamiliar word the entry from a bilingual dictionary. The translation which best fitted the text was to be chosen. Subjects performed the task individually and at their own speed. Afterwards the teacher provided the translation of each target word. Next the words were rehearsed. In one condition the subjects rehearsed the target words in English sentences. In the other condition they linked the target words to mother tongue equivalents. Two tests were administered. One was a cloze test. Subjects had to fill in the target words in several unfamiliar English texts. The other was an isolated word test. Subjects had to provide the target words, cued by translations. Both hypotheses were confirmed. Type of learning activity and kind of test interacted. Looking for the best method to teach words therefore seems futile. Learning words in a foreign language is a task in which several factors must be taken into account: learner, learning activities, material and test.
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Verhoeven, Ludo. "Mondelinge En Schriftelijke Vaardigheid In Het Nederlands Als Eerste En Tweede Taal." Lezen en luisteren in moedertaal en vreemde taal 43 (January 1, 1992): 66–77. http://dx.doi.org/10.1075/ttwia.43.07ver.
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In the present study a detailed analysis was made of the oral and written language skills of 60 native Dutch and 120 non-native third and fourth grade students at Dutch primary schools. First of all, the achievement on a variety of oral language and reading and writing tasks were examined as a function of ethnic group and grade level. In addition, a principal component analysis was conducted on the test scores in the two groups of children. Finally, the prediction of reading comprehension achievement in terms of oral language and decoding skills in the two groups was determined. The results showed that the non-native children leave behind their native Dutch peers on most language tasks administered. Especially on vocabulary measures and reading comprehension tests the second language students attain relatively poor achievements. With children's progression of grade the differences between first and second learners tend to diverge rather than converge. With respect to principal component analysis it was found that four factors underlie the language proficiency in either group: oral proficiency, reading comprehension, decoding efficiency and writing ability. To a large entent the children's achievement in reading comprehension in both groups could be explained in terms of their oral proficiency and decoding efficiency. However, for the second language learners the level of reading comprehension ability turned out to be relatively more dependent on their oral proficiency level in Dutch.
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Van Jaarsveld, A., and T. Gouws. "Die taal as katedraal: Driepas van T.T. Cloete." Literator 16, no. 3 (May 2, 1995): 163–82. http://dx.doi.org/10.4102/lit.v16i3.644.
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Language as cathedral: Driepas of T.T. CloeteIn the compilation of Driepas the poet T.T. Cloete intended to build a cathedral in language. In this article the structural characteristics of the Gothic cathedral, specifically those of the Chartres cathedral, are examined to determine possible structural correlations between the edifice and the poetic artefact. The structural links between the cathedral of Chartres and the poems in Driepas were mainly ascertained by implementing the analogy of Cloete’s bountiful usage of enumeration and his meticulous attention to detailed arrangement. This aspect has previously been overlooked by most critics of Driepas.
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Schotvanger, Yvonne. "Exploratief Corpusonderzoek naar Partikel-Werkwoorden en Finietheid in Eerste-taal Verwerving." Toegepaste Taalwetenschap in Artikelen 69 (January 1, 2003): 57–67. http://dx.doi.org/10.1075/ttwia.69.05sch.
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In the early stage of Dutch first-language acquisition, conjugation is thought to be applied to particle verbs indicating movement (e.g., hij gaat weg/he goes away) rather than to causative particle verbs (e.g. Jas openmaken/coat open-make) (Jordens, 2000). Here, we validate this hypothesized relation between semantics and morphology using spontaneous speech-data from two different groups of children: children with a normal language development and children with a Specific Language Impairment (SLI). Utterances from both groups were compared for finiteness (i.e., conjugation) of particle verbs of the two semantic classes 'movement' and 'causation'. The results indicate that finiteness of particle verbs is indeed determined by the semantics of the verbs. Furthermore, we conclude that young SLI-children prefer to use the less complex structure of particle verbs of movement to causative particle verbs.
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Dekkers, Joost. "Het Meten van Spreekvaardigheid in de Vreemde Taal." Toegepaste Taalwetenschap in Artikelen 29 (January 1, 1987): 83–90. http://dx.doi.org/10.1075/ttwia.29.05dek.
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The way in which a test (in this case one to measure the speaking skill in a foreign language) is administered has a direct bearing on the testee's achieve-ment. This article discusses a particular type of oral proficiency test. This test, originally developed by Nienhuis, employs visual stimuli. It will be shown that a slight change in the instruction which accompanied the original test leads to significant higher scores.
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Hiligsmann, Philippe. "Review: Van Dale Pocketwoordenboek Nederlands als tweede taal." International Journal of Lexicography 18, no. 3 (September 1, 2005): 384–91. http://dx.doi.org/10.1093/ijl/eci035.
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van Berkel, Ans. "Het Leren Van de Geschreven Vorm Van Woorden in een Vreemde Taal." Leerderskenmerken 37 (January 1, 1990): 59–67. http://dx.doi.org/10.1075/ttwia.37.07ber.
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The article centres around the questions of how the written form of words in a foreign language is normally acquired, and how the learning process of dyslexic pupils can be described. A phase model is presented of the way reading and writing are learnt in the mother tongue, incorporating several strategies: the logographemic, alphabetical, orthographic and direct strategies. The research reported on leads to the following conclusions: 1. the strategies outlined in the mother tongue model can also be recognized in the foreign language; 2. the model offers the possibility of describing the learning process in the foreign language in phases, too; 3. the errors made by weak spellers differ quantitatively, not qualitatively, from those made by normal spellers.
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Mulder, Froukje, I. van der Eerden, and A. Knoote-Aalders. "Pre-Universitair Taal- en Vakonderwijs." Nederlands als tweede taal 22 (January 1, 1985): 148–55. http://dx.doi.org/10.1075/ttwia.22.12mul.
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The Free University of Amsterdam offers refugees preparing for university in the Netherlands a special course called the Preparatory Year for Refugee Students (VJV). The aim of this course is twofold: - to upgrade the proficiency in Dutch and English and in some subjects (mainly mathematics) and to provide them with the study skills necessary for Dutch university; - to make them familiar with Dutch society in general and Dutch universities in particular. In this article an attempt is made to develop a method which can help teachers to acquire some insight into the combination of factors responsible for the success or failure of a student. Three reasons are discussed why a student might fail at a certain task: insufficient proficiency in Dutch or English (the language factor), insufficient knowledge of subject matter (the content factor) and inadequate mastery of study skills (the study skills factor) . The main point made in the article is that these three factors interact; in the VJV it is important to distinguish between these interacting factors both when assessing students at the beginning of the pre-sessional course and when actually preparing them for university. Ideally, teachers should be able to unravel these factors i.e. to analyse students1 products in terms of their separate effects. Two examples of the interaction of these factors are given: taking notes during lectures, which is practised in the Dutch lessons, and solving a mathematics problem.
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Deering, Joke, J. P. G. Ickenroth, and L. J. A. Nienhuis. "Leessnelheid Bij Verschillende Leestaken in Moedertaal en Vreemde Taal." Taalonderwijs aan gevorderden 25 (January 1, 1986): 47–60. http://dx.doi.org/10.1075/ttwia.25.06dee.
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In this research a comparison was made of reading speed in mother tongue (Dutch) and foreign language (French). Subjects were two groups of Dutch university students in the 3rd or 4th year of their study: students of French language and literature (advanced group), and students of history and Dutch literature (intermediate group) respectively. There was no beginners group since all the the students involved had passed through a six year high school French curriculum. Texts of about 150 words (adapted from introductory handbooks, an encyclopedia and a political magazine) were presented in segments of about 1 sentence on a microcomputer screen. Self paced reading rate was registered segment by segment. After each text subjects were asked to give a short summary of the text they had read. The summary was recor-ded on tape. All the texts contained two interwoven topics. Texts were presented to the two groups of students with different reading tasks: 1. Read the text and give a summary (neutral condition) 2. Read the text and give a summary of what it says about topic χ 3. Read the text and give a summary of what it says about topic y As expected, no significant difference was found between the two groups in Dutch. In the neutral condition the intermediate readers read twice as fast in Dutch as in French. The difference for the advanced readers was a factor 1,3. In the topic oriented Dutch and French reading tasks subjects generally had a faster reading speed in the irrelevant segments. An additional analysis of the results revealed that in the topic oriented French reading tasks only the faster readers (=faster mother tongue readers) had a faster reading speed in the irrelevant segments. The slower readers made no or little difference between relevant and irrelevant segments in the French texts. It was concluded that for slower readers the use of efficient strategies in topic oriented reading tasks is only possible beyond a fairly high level of language proficiency.