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Cultuur onderwijzen in NVT-lessen voor Hongaarse universiteitsstudenten
117-160Views:17If 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.
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Actuele benaderingen van literatuurdidactiek in het NVT-onderwijs in Hongarije: Voorstudie bij een empirisch onderzoek
143-158Views:26This 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. -
De Vlaamse Beweging en de patstelling van het Nederlands in de publieke overheid en het onderwijs in het jonge België (1830–1850)
47-58Views:23Although the freedom of language use was anchored in the Belgian Constitution of 1831,
in practice it led to almost complete Frenchification of public life, because civil servants
could choose their own language. Dutch thus became the language of the countryside and
the lower classes. Secondary and higher education were exclusively French speaking. The
Flemish Movement came into being as a reaction to this. Cultural associations were
founded and standards for Dutch language established. A petition in 1840 revealed the
extent of the problem – the Flemish Movement demanded language equality and the
establishment of a Flemish Academy. Although there was partial success in 1850
(Dutchification of primary and secondary education in Flanders), the petition also
provoked a hostile reaction among French speakers who accused the Flemings of antibelgitude. The Flemish Movement therefore issued a pro-Belgian manifesto. But the
government remained French speaking, so there was a stalemate. -
Taaltoetsen ontwikkelen: tips en valkuilen*
65-73Views:19This article offers an insight into useful methods of evaluating language proficiency in students. It focusses on a couple of essential principles for valid and fair testing. Starting from three basic questions a teacher must consider before drawing up a test (why, what and how), the article discusses the different reasons for testing. Finally three criteria for quality (validity, consistence and achievability) are taken into account, as well as possible distortions created by different tests in different contexts. The article concludes with a statement about the importance of variation and the critical approach of tests as good testing is important for both teachers and students.
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Interactieve leesvormen*
103-116Views:13In the course of the acquisition of a second language, students are often advised to read extensively in order to improve their skills. However, reading can be a challenging task for L2 learners as they can come across many obstacles and do not adopt certain reading strategies that are deemed crucial for developing literacy skills and a level of proficiency within that language. Verrote suggests that alternative text-based assignments that focus on interaction rather than reading offer students encouraging methods to improve their literacy skills. She concludes her statements with a series of examples of interactive textbased tasks that are stimulating to students.
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Middelbaar eindexamen Nederlands als vreemde taal in Hongarije
75-102Views:14This article considers the examination methods for L2 learners in Hungary. A short history of past and current methods of examination for Dutch learners is covered in order to attest to the evolution in complexity and effectiveness that has taken place over the course of the years. The theoretical, statutory side of L2 examination is briefly taken into account, but the focus is on the practical aspect of L2 examination. The different elements of an ideal exam (reading, listening, writing and speaking proficiency, and correctness) are discussed with attention to detail and with the use of examples.
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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. -
Erwtensoep is geen borsóleves: Vormverschillen tussen Nederlandse en Hongaarse samenstellingen veroorzaken conceptuele verschillen
7-35Views:23The present study investigates whether form differences between Dutch and Hungarian influence the interpretations that speakers have. The Dutch plural suffix –en, for example erwt-en (‘pea-s’), is often homographic and homophonous with the linking element in noun-noun compounds, for example erwtensoep (‘pea + en + soup’). Hungarian, in contrast, has no such form correspondence. The interpretation of Dutch and Hungarian compounds was investigated. We found a difference between Hungarian speakers rating Hungarian modifiers and Dutch speakers rating Dutch modifiers: the plurality ratings for the number of peas in erwtensoep, was higher than those for the number of peas in of borsóleves. In addition, when rating Dutch compounds, native Hungarian speakers seem to rely more on form than native Dutch speakers.
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Humanisten uit de Lage Landen in Hongarije in de 16de eeuw
19-31Views:30The early history of the connections between Netherlands and Hungary is connected with the catholic restoration in the Kingdom Hungary in the middle of 16-th Century. In this time came the famous humanist Nicasius Ellebodius to Hungary. He studied in Louvain and Rome in the Collegium Germanicum, and at the invitation of Miklós Oláh, Archbishop of Esztergom he arrived to Nagyszombat (today: Trnava in Slovakia), to the centre of Hungarian Catholicism. He taught there Greek and Latin language and literature in the newly-established college of the Society of Jesus. Another Netherlander, Guilelmus Sulenius de Flandria, studied likewise in Rom, and then came to Hungary. Archbishop Oláh invited himto teach at Pozsony (today:Bratislava in Slovakia), and he was granted a prebend in recognition of his work. Besides they other Netherlandish teachers and professors (e.g. Arnoldus Gerardus Laurentianus Flandrus, Jacobus Somalius etc.) took part in the reorganisation of the Catholic school-training and they played an very significant and important role in the intellectual life in early modern Hungary
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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.