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Journal articles on the topic 'Language and languages Taal'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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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 langua

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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 d

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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 tongu

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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 que

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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 investi

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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 (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 concernin

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8

de Grauwe, Luc. "“In Overlandsche ende in Duytsche sprake” und “Die alghemene Duytsche tael”." Amsterdamer Beiträge zur älteren Germanistik 77, no. 3-4 (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

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9

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

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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 th

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11

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, et al. "Comparing Stochastic Approaches to Spoken Language Understanding in Multiple Languages." IEEE Transactions on Audio, Speech, and Language Processing 19, no. 6 (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 (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 (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

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Van Houwelingen, F., and A. Carstens. "'Nederlandismes' in HAT." Literator 19, no. 2 (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

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Van de Velde, Freek. "Weerspiegelt taal cultuur?" Tijdschrift voor Nederlandse Taal- en Letterkunde 137, no. 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 musi

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Stander, M. "Taaloordrag in die onderrig van Afrikaans as tweede taal." Literator 22, no. 3 (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

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Kotzé, Herculene, and Roné Wierenga. "Gewone taal – ’n Oorsig." Southern African Linguistics and Applied Language Studies 39, no. 1 (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

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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

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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

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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. Mor

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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

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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 wan

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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 (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

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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 signfican

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Blommaert, Jan. "Language Planning as a Discourse on Language and Society." Language Problems and Language Planning 20, no. 3 (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

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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 acquisi

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Kloppers, E. "Noem my jou metafore... Metaforiese taal as geloofstaal." Literator 24, no. 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

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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

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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 (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

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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 (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

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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 thi

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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 (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 (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.

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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 sh

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Van Jaarsveld, A., and T. Gouws. "Die taal as katedraal: Driepas van T.T. Cloete." Literator 16, no. 3 (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 aspec

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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

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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 (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 learn

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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 respon

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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 segme

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