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Rudolf J. Vonka, vertaler of verminker? Hoe het spel met de omvang van teksten leidde tot populariteit van Nederlandstalige literatuur in Tsjechië in het interbellum
95-115Views:29Rudolf J. Vonka (1877–1964) was one of the most important Czech translators of Dutch
literature in the interwar period. He is best known as the translator of novels by the then
internationally renowned Flemish writer Felix Timmermans. His translations were very
successful, received positive reviews and were reprinted, sometimes long after the Second
World War. However, the Dutch translator and netherlandist Olga Krijtová (1931–2013)
discovered that Vonka had largely adapted the translated texts, which is a serious offence
according to Czech translatological standards. The contribution discusses Vonka’s
position and work as a translator and possible motives for his approach. Finally, it shows
why Vonka can after all be considered an important contributor to the spread of Dutchlanguage literature in the Czech Republic. -
Op weg naar een doelgerichter universitair NT2 uitspraakonderwijs: Contrastieve uitspraakanalyse Hongaars-Nederlands
161-187Views:18The 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.