Op weg naar een doelgerichter universitair NT2 uitspraakonderwijs
| dc.contributor.author | Nagy, Roland | |
| dc.date.accessioned | 2023-02-21T08:42:25Z | |
| dc.date.available | 2023-02-21T08:42:25Z | |
| dc.date.issued | 2015-09-01 | |
| dc.description.abstract | The 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. | de |
| dc.description.abstract | The 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. | en |
| dc.description.abstract | The 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. | hu |
| dc.description.abstract | The 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. | nl |
| dc.format | application/pdf | |
| dc.identifier.citation | Acta Neerlandica, Nr 11 (2015): Taal toetsen , 161-187 | |
| dc.identifier.eissn | 3004-1740 | |
| dc.identifier.issn | 1587-8171 | |
| dc.identifier.issue | 11 | |
| dc.identifier.jatitle | AN | |
| dc.identifier.jtitle | Acta Neerlandica | |
| dc.identifier.uri | https://hdl.handle.net/2437/346297 | en |
| dc.language | nl | |
| dc.relation | https://ojs.lib.unideb.hu/actaneer/article/view/10635 | |
| dc.rights.access | Open Access | |
| dc.rights.owner | Acta Neerlandica | |
| dc.subject | Dutch language teaching | en |
| dc.subject | pronunciation teaching | en |
| dc.subject | pronunciation errors | en |
| dc.subject | contrastive analysis | en |
| dc.subject | comprehensibility | en |
| dc.subject | foreign accent | en |
| dc.subject | Dutch language teaching | hu |
| dc.subject | pronunciation teaching | hu |
| dc.subject | pronunciation errors | hu |
| dc.subject | contrastive analysis | hu |
| dc.subject | comprehensibility | hu |
| dc.subject | foreign accent | hu |
| dc.subject | Dutch language teaching | de |
| dc.subject | pronunciation teaching | de |
| dc.subject | pronunciation errors | de |
| dc.subject | contrastive analysis | de |
| dc.subject | comprehensibility | de |
| dc.subject | foreign accent | de |
| dc.subject | Dutch language teaching | nl |
| dc.subject | pronunciation teaching | nl |
| dc.subject | pronunciation errors | nl |
| dc.subject | contrastive analysis | nl |
| dc.subject | comprehensibility | nl |
| dc.subject | foreign accent | nl |
| dc.title | Op weg naar een doelgerichter universitair NT2 uitspraakonderwijs | nl |
| dc.type | folyóiratcikk | hu |
| dc.type | article | en |
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