Learning outcomes

Active proficiency in Dutch, for the four language skills (for level see "objectives").
 
Knowledge of contemporary sociolinguistic contexts in the Netherlands and Flanders, awareness of stylistic and contextual differences in Dutch, particularly in the media.
 
Development of the contact with the language and its communities beyond the divisions and stereotypes.
 
Ability to read scientific literature (in linguistics) critically.
 
Initiation into (socio)linguistic research.

Goals

1° To develop an active knowledge of Dutch in order to be able to communicate in contemporary contexts by:
  • stimulating receptive and productive skills
  • working on pronunciation and speaking techniques
  • expanding vocabulary (idiomatic)
  • working on written skills
  • familiarising and sensitising students to stylistic and contextual differences in language, particularly in the media.
2° To deepen the  knowledge of and about the target language by introducing students to scientific literature and research in linguistics, rooted in Dutch-speaking sociocultural contexts.
 
3° To introduce students to research based on a contemporary (socio)linguistic topics, through progressive and formative learning (bibliographical research, research questions, methodology, data collection, analysis and written and oral reporting).
 
At the language level, with a pre-requisite of CEFR* level B2 in receptive skills and B1+ in productive skills (acquired LNRL B103), reach a level C1 in receptive skills and B2 in productive skills by the end of the course.
 

Content

This course is divided into two parts which integrate and echo each other.
The 'language' section enables students to actively develop various aspects of their Dutch language skills. The basic course focuses on stimulating receptive and productive skills on the basis of written and audio documents relating to culture and current affairs, providing an insight into life and society in Flanders and the Netherlands (including through the mainly online language exchange project Bab(b)elade with French students from Utrecht University). Particular attention will be paid to the use of different registers of language and to the construction of texts and discourse in the media. During the exercises, students will be invited to work on their pronunciation and activate their oral skills around the thematic areas covered in the basic course and to master more idiomatic expressions. In addition, part of the exercises will be devoted to developing writing techniques in Dutch and deepening grammatical knowledge.
 
The 'linguistics' part is based on a selection of scientific articles in Dutch on the subject of Dutch. Next to providing an introduction to the various fields of linguistics, terminology and basic concepts, reading these articles enables students to learn how to approach and read scientific literature, as well as how to analyse it critically. These skills are activated during the exercises. Students will be invited to work around a common reserach theme, moving from basic questioning and bibliographical research (with training provided by the Moretus Plantin library), to methodological issues and data collection in the field. As part of the 'werkcollege' (seminar), students will report on their approach and the results of their research in a PowerPoint presentation and a written essay. This group work is carefully supervised by the assistant and the professor.
 
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 and the exercises are given in Dutch in the first and second semesters, to enable a gradual assimilation of the various language and research skills in (socio)linguistics.

Exercices

see "course content"

Teaching methods

This is a hands-on, interactive course that requires the (pro-)active participation of students.
 
At the same time, numerous exercises and a 'werkcollege' for an introduction to scientific research are supervised by the teaching assistant and teaching staff, and do also require the active participation of the students before, during and after the sessions, to enable them to acquire skills progressively.

Assessment method

Level required for language proficiency at the end of the course: receptive skills C1; productive skills minimum B2+ of the European Framework of Reference for Languages (see https://erk-nederlands.taalunie.org).

 

No AI will be accepted for the production of texts or content, either in the formative or summative assessment phases, except if it is mentioned explicitly.

 

In the final mark, the research work (essay and presentation of the research with PowerPoint support, prepared in group) is included in the linguistic part of the exam. Ongoing assessment is based on assignments (short presentations and written language practice work), vocabulary tests, pronunciation tests and participation in courses, exercises and extra-mural activities (if applicable).

 

The final mark is made up as follows: 10% for continuous assessment, 10% for mastery of grammar, 15% for receptive skills, 5% for mastery of vocabulary and spelling, 20% for the linguistic part (on the one hand research work, on the other hand terminology and linguistic analytical comprehension), 20% for written productive competence and 20% for oral productive competence. 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

Stumpel, R., Bot, V., Bos, T. en J. Van Parys (2004) Konnex. (boek + CD-rom) Utrecht/zutphen: Thieme Meulenhoff. (cf. https://www2.fgw.vu.nl/www/konnex/index.htm)
 
Florijn, A., Lalleman, J. & H. Maureau (2017). De regels van het Nederlands. Grammatica voor anderstaligen + werkboek. Amsterdam: VU University Press (cf. Block 1)
 
Hiligsmann, Ph. (2007, 2de druk). Uitspraakleer Nederlands voor Franstaligen. Waterloo: Wolters Plantyn. (cf. Block 1)

Language of instruction

Dutch