Learning outcomes

To further develop an active mastery of Dutch, in the four language skills (for level see "objectives").

To develop a critical analysis of the difficulties of learning and mastering the Dutch language.

To become aware of aspects fostering or impeding second or foreign language acquisition, like socio-affective factors (attitudes & motivation) particularly in the Belgian context.

To develop a keen knowledge of the contemporary sociolinguistic contexts of the Dutch-speaking regions.

To further stimulate contact with the target language and its communities beyond divisions and stereotypes.

To be able to read critically the scientific literature (in applied linguistics and sociolinguistics) and to identify linguistic concepts.

Goals

To approach and develop further language and linguistic competence in Dutch through theories of second language acquisition and the problems faced by (mainly French-speaking) learners of Dutch as a second or foreign language.

At the language level, with a prerequisite of CEFR* level C1 in receptive skills and B2 in productive skills (LNRL B201), to reach at the end of the course a level C2 in receptive skills and C1 in productive skills.

* https://rm.coe.int/16802fc3a8 or https://erk-nederlands.taalunie.org

Content

This course will focus on the problem of second and/or foreign language acquisition.

In the theoretical part, we will first discuss the basic mechanisms of learning and acquisition of second and/or foreign languages, as well as the factors that foster or hinder the acquisitional processes.

In the follow-up, we will analyse which aspects are/remain difficult or problematic in the acquisition of Dutch by French-speaking learners in particular, but also by speakers of other languages. We will also try to understand the origin of these problems and to identify methods or means to remedy them.

Finally, these findings will serve as a basis for the students to analyse their own (oral and written) production in Dutch, the aspects that still need to be dealt with and the means to do so.

During the exercises, more attention will be paid to these 'problematic' aspects and hands on exercices.

Participation in any activity organised by the department within or outside the university, as part of this course, is an integral part of the training and is therefore considered compulsory.

This course is given in Dutch in the second semester.

Exercices

see course description

Assessment method

The written and oral examination covers the content of the course, as well as both receptive and productive skills in Dutch.

Participation in courses, exercises and extra-mural activities (if any), as well as work and presentations done in connection with these, will also be taken into account in the permanent evaluation.

AI will not be used to produce texts or content in either the formative or summative assessment phases.

Level according to the European Framework of Reference for Languages (see https://erk-nederlands.taalunie.org): receptive skills: C2; productive skills: minimum C1.

The final grade is composed as follows: 10% for the permanent evaluation, 10% for the (research) group work, 15% for receptive competence (mainly oral), 25% for linguistic insights and language proficiency (global and idiomatic proficiency, linguistic analysis and interlanguage correction, mastery of idiomatic vocabulary), 20% for written productive proficiency and 20% for oral productive proficiency (including content and portfolio). However, any mark of 8/20 or below for any of the above parts indicates a major deficiency in language and/or linguistic skills, which means that the final mark will not be equal to the weighted average, but to the problematic score of 8/20 or below. This is particularly the case for productive skills and linguistic knowledge. 

Sources, references and any support material

Capita selecta

Language of instruction

Français