Het didactiseren van bewuste taalvaardigheid

grammaticale concepten ingebed in hun grammaticale en taalcontrastieve context

Author(s)

DOI:

https://doi.org/10.51751/dujal16273

Keywords:

cross-linguistic grammar teaching, language awareness, motivation, educational design research, mixed method approach, SItuational Motivation Scale (SIMS), focus group interviews, multilevel modeling, switching replications design, fixed occasion design

Abstract

Various contextualized and cross-linguistic approaches of grammar teaching have yielded significant transfer effects on both metalinguistic knowledge and proficiency in reading, writing, listening, and speaking in the first and second languages. Nevertheless, a similar approach is absent in language teaching in the Netherlands, perpetuating the discrepancy between the intended, implemented, and attained objectives. This study endeavors to remedy this discrepancy by examining the effective characteristics of teaching materials promoting language awareness. To this end, a contextualized, cross-linguistic lesson series on the concept of ‘syntactical function’ was designed, targeting upper secondary students (aged 15-16) drawing from four design principles and an analysis of the Dutch, the English and the German language. Subsequently, the lesson series underwent expert consultation, focus group interviews and various impact measurements, yielding a significant positive influence on students’ motivation and language awareness in all three languages. This underlines the potential value of teaching materials promoting language awareness.

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Author Biographies

  • Gijs Leenders, Universiteit Utrecht

    Gijs Leenders is promovendus aan de Universiteit Utrecht en eerstegraadsdocent Nederlands op het Amadeus Lyceum in Vleuten. Binnen het programma van Dudoc-Alfa werkt hij onder begeleiding van Rick de Graaff en Marjo van Koppen aan zijn promotietraject getiteld: Van taalvergelijking naar taalbewustzijn: Een contrastiefgrammatische leerlijn voor de vakken Nederlands, Engels en Duits.

  • Max van Amstel, Universiteit Utrecht

    Max van Amstel is freelance linguïst en hogeschooldocent.

  • Rick de Graaff, Universiteit Utrecht, Hogeschool Utrecht

    Rick de Graaff is hoogleraar Didactiek van de Vreemde Talen aan de Universiteit Utrecht en lector Meertaligheid en Onderwijs aan de Hogeschool Utrecht.

  • Marjo van Koppen, Universiteit Utrecht, Meertens instituut

    Marjo van Koppen is hoogleraar Taalvariatie van het Nederlands aan de Universiteit Utrecht en Senior Onderzoeker taalvariantie bij het Meertens Instituut.

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19-09-2024

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Leenders, G., van Amstel, M., de Graaff, H., & van Koppen, J. (2024). Het didactiseren van bewuste taalvaardigheid: grammaticale concepten ingebed in hun grammaticale en taalcontrastieve context. Dutch Journal of Applied Linguistics, 13. https://doi.org/10.51751/dujal16273