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Actuele benaderingen van literatuurdidactiek in het NVT-onderwijs in Hongarije: Voorstudie bij een empirisch onderzoek
143-158Views:33This 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. -
Foutenanalyses volgens globale of fijnmazige categorieën. Wat is de beste methode om spellingvaardigheid en ‒ontwikkeling in kaart te brengen?*: Een onderzoek naar hoe gedetailleerd de categorieverdeling moet zijn om de spellingvaardigheid en ‒ontwikkeling te beschrijven, geïllustreerd aan de hand van medeklinkerverdubbeling.
37-63Views:25What is the best method to map out spelling competence and development? That question will be answered by means of consonant duplication at the primary school in grades 3 to 8 (Dutch system). According to previous research, describing spelling competence on the basis of global category 4.2 (‘inheemse verdubbelingswoorden’) in the Van Dale Basisspellinggids does not give enough information. Spelling development, on the other hand, seems to be described quite well with this global distinction as regardless of the possible differences in development of the ‘inheemse verdubbelingswoorden’, the ‘goedpercentage’ in the 8th grade almost reaches 100%. The more detailed breakdown in subcategories 4.2a, 4.2b, 4.2c and 4.2d show that ‘puddingwords’ (subcategory 4.2c: words ending in -ing, -ig, -lijk, a schwa that is not written as ) and ‘herrie-words’ (subcategory 4.2d: native ‘verdubbelingswoorden’ that look like other categories, but differ from them because they have more than one ‘volle vocaal’) hardly occur in the corpus. The ‘tamme words’ (subcategory 4.2a: words with a suffix which contain a schwa, written as ) and ‘korrel words’ (subcategory 4.2b: words ending in ‒el, -er which are part of the base, no flectional suffixes, schwa written as ) give a valuable description of the spelling competence and development. The detailed 38 Carine Eskes distinction in triplet clusters gives a clear picture and that is mainly because of the limited number of observations made in these categories
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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:28Our 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.