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• Actuele benaderingen van literatuurdidactiek in het NVT-onderwijs in Hongarije: Voorstudie bij een empirisch onderzoek

  143-158

  Adrienn Hetei

  Views:

  22

  This article deals with current approaches of teaching literature in NVT studies in
  Hungary. The research examines the coherence of literature and foreign language teaching
  – in this case Dutch as a foreign language. The general question, which requires both
  theoretical and empirical research, is aimed at which methods exist with which foreign
  language skills can be developed through the teaching of literature and literary skills
  through foreign language pedagogy. The present article is the first step on this path: it
  describes the situation of literature and foreign language teaching in Hungary and those
  theoretical approaches that should act as the background of future didactic research.

• Cultuur onderwijzen in NVT-lessen voor Hongaarse universiteitsstudenten

  117-160

  Eszter Zelenka

  Views:

  16

  If we look at language course books for beginners we see that a lot of cultural aspects emerge even from these low-level texts. I analysed a Dutch course book (B. de Boer, M. van der Kamp, B. Lijmbach (2010). Nederlands in gang. Coutinho) and tried to find the matches with Hofstede’s five dimensions, with special attention to the elements of dimensions which can be related to education and foreign language teaching. I found that three dimensions which are typical of Dutch society and which are different in Hungarian society, may influence foreign language learners’ perception of the target language and culture . These are 1. Small power distance (especially at school and at home) which can foster or impede creativity; it also has far-reaching consequences for the degree of directness/indirectness in communication in teacher-learner interaction and also on societal level; and its effect on dealing with guests and privacy. 2. Individualism: influences our contacts in the family, but also our rights to freedom of opinion and expression in social interaction, and it also influences the space, the houses where we live and how we deal with guests. 3. Femininity: this dimension plays an important role in negotiations and discussions. Working on reaching mutual understanding and the willingness to listen to each others’ opinion are also characteristic features of femininity. This dimension influences also our ideas about the past, the history of our country and how important this national history is for our country at present. We also wittness some kind of shift towards masculinity in the Netherlands in the past years which again lets us think further how we can incorporate teaching culture in our language curriculum, without being stereotypical. 118 Eszter Zelenka In my paper I discuss the different possible ways of drawing beginners’ attention to cultural values, hidden in texts; and the choices that a foreign language teacher has to make in this process.

• Op weg naar een doelgerichter universitair NT2 uitspraakonderwijs: Contrastieve uitspraakanalyse Hongaars-Nederlands

  161-187

  Roland Nagy

  Views:

  17

  The aim of this paper is to take the first step in providing a systematic analysis of the pronunciation problems of adult Hungarian learners of Dutch. The paper focuses on the specific difficulties and needs of students on the three university departments of Dutch in Hungary. In order to make pronunciation teaching as effective as possible for this – in several important respects – homogeneous group of students, it is essential to define their specific goals and most potential problems. Although the Common European Framework of Reference for Languages (CEFR) provides a detailed description of the pronunciation skills to be attained at the different output levels (from A1 to C2), the optimal target of pronunciation teaching on the Hungarian university departments of Dutch is defined here in terms of prettig verstaanbaarheid (≈pleasant comprehensibility), i.e. neither as mere comprehensibility, or as native-likeness. The main arguments in favour of this objective are based on a short overview of the relevant literature and of the specific needs of these students. Special emphasis is laid on the importance of the comparative analysis in this particular educational environment. In the second part of the paper, some of the most conspicuous segmental pronunciation errors of Hungarian university students of Dutch are analysed in a contrastive framework with reference to both phonetic and phonological aspects. The errors are categorised in terms of a simple hierarchical system of the elements of pronunciation based on the CEFR.