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Cultuur onderwijzen in NVT-lessen voor Hongaarse universiteitsstudenten
117-160Views:69If 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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De Vlaamse Beweging en de patstelling van het Nederlands in de publieke overheid en het onderwijs in het jonge België (1830–1850)
47-58Views:56Although 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. -
Actuele benaderingen van literatuurdidactiek in het NVT-onderwijs in Hongarije: Voorstudie bij een empirisch onderzoek
143-158Views:43This 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. -
Taaltoetsen ontwikkelen: tips en valkuilen*
65-73Views:44This 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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Enkele beginselen van de persoonlijke, professionele en interculturele ontwikkeling van toekomstige vertalers: (Niet alleen voor neerlandici)
63-73Views:89Some principles of intercultural personal development for future translators (not only Dutch translators).
This paper points out the necessary hard and soft skills of future translators and interpreters with regard to their intercultural competences. The issue has been widely discussed around the world, but the wide range of problems needs to be updated in each country, for each language pair. For students of Dutch Studies, the fact that Dutch as a pluricentric language often has terminological variants and pseudo-synonyms adds to this. In any case, this should also be conveyed didactically and thus sensitize the students in this respect as well.
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De spreker als speler
39-54Views:70This contribution discusses three forms of conscious word formation in Dutch that show characteristics of word play: (pseudo) embellished clipping, blending and libfixing. Traditionally, these word formation processes are considered unpredictable and not systematic. Analysis of these processes shows that they are by no means chaotic, but that they follow fixed rules and systematics. According to this research, language play is not unfocused, but follows rules of which the language user is not aware. The forms of language play analyzed here can lead to language changes, which should consequently not be regarded as accidental.
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Gamificatie in de methode in het NVT-onderwijs: Onderzoek naar het gebruik van het programma HANNA en de applicatie MONDLY bij scholieren Nederlands
107-126Views:100Our research explores the effects of digital supplementary course materials used among Hungarian students in secondary education learning Dutch. Our aim was to investigate how supplementary electronic, online and digital course material impacts students aged 15-20 learning Dutch at school as well as their motivation, their experience of flow/anti-flow and their level of Dutch. During the intervention we applied HANNA, a course material developed for tablets, and Mondly, a phone application. Our research focused on 2 main research questions and 5 hypotheses, regarding motivation, motivational pattern and the expected changes, while the hypotheses centred on the flow/antiflow experience, the level of language and its changes. Both the research questions and the hypotheses were established in an abductive framework. We employed qualitative research methods due to the number of our samples. Our research incorporated focusgroup and individual interviews as well. The study was supported by the Foreign Research Group On Language Teaching, a joint project between the Hungarian Academy and the University of Debrecen.
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Interactieve leesvormen*
103-116Views:50In 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:54This 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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Lege woorden, volle bekers, tevreden gesprekspartners – enkele notities over conversatieroutinen in een gespreksboekje uit de 16de eeuw
7-38Views:62Empty words, full goblets, contented interlocutors – some notes on conversational routines in a colloquy from the 16th century
The article analyzes the three conversations in the 1527 version of Noel van Barlainmont’s Dutch–French Vocabulare with regard to aspects of Dutch (or Flemish) historical pragmatics. The analysis shows: (1) some parallel language structures in both languages that can be seen as likely authentic: (a) a single address pronoun; (b) address terms (kinship terms, especially the today semantically more restrictive “nephew/niece”, and “friend” for a customer), (b) (full and elliptical) greetings with the pattern “God give you [+ tomorrow/day/evening]”, (c) the high frequency of imperatives for directive speech-acts (and the infrequent use of positive, negative, and indirect politeness), (d) the high frequency of imperative for commissive (and commissive-directive) language acts, (e) farewell phrases with the element “God”; (2) noteworthy content structures: (a) “adequate rudeness” in bargaining, (b) lying by a debtor in front of a creditor and a potential bail, (c) the small-talk topic “war and peace” and (d) prolonged leave-taking scenes; (3) Flemish peculiarities (in contrast to French): (a) the more frequent use of “my” before address terms, (b) the pattern “Hoe vaar jij?” after the greeting formula, (c) the connection of “Yes” and “No” with pronouns, (d) Ic danck v, ic bedanck v, grooten danck and, possibly, God segen u as variants of thanking, (e) in addition to te gode, there is also the French borrowing adieu.
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Erwtensoep is geen borsóleves: Vormverschillen tussen Nederlandse en Hongaarse samenstellingen veroorzaken conceptuele verschillen
7-35Views:52The 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:41The 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:31The 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.
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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:44Rudolf 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. -
Martinus Nijhoff, de literaire vertaler
75-93Views:64Martinus Nijhoff (The Hague 1894–1953), the Dutch poet, playwright, literary translator and essayist is today considered the greatest modern Dutch poet and is probably the best known. Apart from his original work, he is the best-known literary translator of his time, and his approach to language is most vividly expressed in his translations. Translation is not just a sideline activity: he sees it as a rebirth of the poem. In this paper, I will attempt to outline his approach to translation, based on both his translation critiques and his own translations.
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Taal als een strategisch spel
55-62Views:64This article describes and analyses communication as a complex action embedded in a social and cultural context. The communicative action consists of explicit language utterance and of implicit presuppositions of the speaker who is entering the communicative act with a specific communicative goal. This goal can be reached only if the implicit presuppositions of the speaker are mutually shared among the participants of the discussion. The social and cultural context can be seen as implicit presuppositions of the speaker and these contextual presuppositions are playing an important role in the communicative situations. Habermas divides the communicative acts according to the level of rationality and according to the communicative goal of the speaker into different types. The rational discourses can be analyzed by mean of argumentative analysis which can be also used for a reconstruction of communicative acts which happened in the past.