Deze samenvatting bevat notities van ALLE leerstof van het vak toegepaste taalkunde. De notities zijn een mengeling van leerstof in de les, slides van de colleges en andere notities. Ik heb met deze notities een 14/20 behaald.
Inhoud
W1. inleiding toegepaste taalkunde.....................................................................................................................................................3
A. COMPETENTIEONTWIKKELING.....................................................................................................................................................3
B. TAALKUNDIGE ORGANISATIES......................................................................................................................................................4
C. DEFINITIE TOETA...........................................................................................................................................................................4
D. ONTSTAANSGESCHIEDENIS...........................................................................................................................................................4
E. INTER-/TRANSDISCIPLINARITEIT....................................................................................................................................................4
F. DIVERSITEIT IN ONDERWERPEN....................................................................................................................................................5
G. INDIVIDU EN MAATSCHAPPIJ.......................................................................................................................................................5
H. DIVERSITEIT THEORIEËN & METHODOLOGIEËN...........................................................................................................................5
I. INNOVATIE......................................................................................................................................................................................5
J. Takeaway messages.......................................................................................................................................................................5
W2. Maatschappelijke meertaligheid...................................................................................................................................................6
A. MEERTALIGHEID............................................................................................................................................................................6
B. WAT = MEERTALIGHEID? (Coulmas 2018)....................................................................................................................................6
C. BEREIK MEERTALIGHEID................................................................................................................................................................6
D. PATRONEN MAATSCH. MEERTALIGHEID......................................................................................................................................7
E. OMGAAN MET MEERTALIGHEID (Crystal 2005)............................................................................................................................7
F. TAALBELEID & -PLANNING............................................................................................................................................................8
G. BESLISSINGSNIVEAUS VOOR TAALGEBRUIK.................................................................................................................................8
F. (IN)FORMELE TAAL GERELATEERDE BESLUITVORMING................................................................................................................9
CORPUSPLANNING........................................................................................................................................................................9
STATUSPLANNING.........................................................................................................................................................................9
VERWERVINGSPLANNING.............................................................................................................................................................9
W3. individuele meertaligheid & taalverwerving.................................................................................................................................9
A. BEGRIPPENKADER TAALVERWERVING.......................................................................................................................................10
B. MEERTALIGE EERSTE TAALVERWERVING (T1i + T1ii)..................................................................................................................11
C. TAALAANBOD..............................................................................................................................................................................11
D. TAALAANBOD IN VERSCH. VERWERVINGSSITUATIES.................................................................................................................11
E. COGNITIEVE ONTWIKKELING......................................................................................................................................................12
F. MEERTALIGE TAALVERWERVING: T1 T2.....................................................................................................................................12
G. 4 I-HYPOTHESEN.........................................................................................................................................................................13
W4. Vreemdetaalverwerving..............................................................................................................................................................14
A. DUAL ICEBERG MODEL................................................................................................................................................................14
B. NIVEAU TWEETALIGHEID & COGNITIE: drempelhypothese.......................................................................................................15
C. TAALAANBOD IN T2 EN VT-VERWERVING..................................................................................................................................15
D. GEMEENSCH. KENMERKEN T2 & VT-VERWERVING....................................................................................................................16
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, E. Benadering van taalonderwijs.....................................................................................................................................................16
F. Taalaanbod in versch. verwervingssituaties...............................................................................................................................17
G. De interactiebenadering.............................................................................................................................................................17
COMPREHENSIBLE INPUT............................................................................................................................................................18
OUTPUT HYPOTHESIS/ PUSHED OUTPUT...................................................................................................................................18
I. ROL FEEDBACK IN INTERACTIEBENADERING...............................................................................................................................18
basisvraag....................................................................................................................................................................................19
W5. Taaltoetsing & -evaluatie.............................................................................................................................................................20
A. TAALTOETSING EN EVALUATIE...................................................................................................................................................20
B. CONSTRUCTIVE ALIGNEMENT.....................................................................................................................................................20
C. FORMATIEVE & SUMMATIEVE TOETSING/ EVALUATIE..............................................................................................................20
D. FEED UP/ FEEDBACK/ FEED FORWARD.......................................................................................................................................20
E. ASSESSMENT OF/FOR/AS LEARNING..........................................................................................................................................21
F. DISCRETE EN GEÏNTEGREERDE TOETSING/EVALUATIE...............................................................................................................21
G. TOETS-/EVALUATIE-OPGAVEN....................................................................................................................................................22
H. INVLOED TOETSING/EVALUATIE OP ONDERWIJS.......................................................................................................................22
Positieve washback.....................................................................................................................................................................22
Negatieve washback....................................................................................................................................................................22
I. KWALITEITSEISEN/-CRITERIA VOOR TOETSING/EVALUATIE........................................................................................................22
J. EFFECT BEOORDELAAR OP BEOORDELING..................................................................................................................................23
W6. Leermiddelenontwikkeling..........................................................................................................................................................23
A. LEERMIDDELENONTWIKKELING..................................................................................................................................................23
B. WAT ZIJN LEERMIDDELEN? Wat doen ze?..................................................................................................................................24
C. LEERMIDDELENMARKT: soorten leermiddelen..........................................................................................................................24
Totaalmethode of niet-totaalmethode.......................................................................................................................................24
C. LEERGANGSANALYSE & -EVALUATIE...........................................................................................................................................24
D. LESMATERIAAL PASSEND MAKEN...............................................................................................................................................25
E. LEERMIDDELENONTWIKKELING..................................................................................................................................................25
W7. Schrijfvaardigheid & leerderskenmerken....................................................................................................................................26
A. SCHRIJFVAARDIGHEID?...............................................................................................................................................................26
B. HOE ONTWIKKELT SCHRIJVAARDIGHEID....................................................................................................................................27
C. SCHRIJFVAARDIGHEID IN T1 & T2/VT.........................................................................................................................................28
D. SCHRIJFPROCES METEN..............................................................................................................................................................28
E. SCHRIJFPRODUCT METEN/BEOORDELEN....................................................................................................................................29
F. SCHRIJVEN IN ONDERWIJS..........................................................................................................................................................29
G. FUNCTIONEEL SCHRIJFONDERWIJS............................................................................................................................................29
I. TALIGE STARTCOMPETENTIES HOGER.........................................................................................................................................30
J. STRATEGY INVENTORY OF LANGUAGE LEARNING......................................................................................................................30
W8. discoursanalyse en multimodaliteit.............................................................................................................................................30
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, A. ONTWIKKELING & BENADERINGEN V DISCOURSANALYSE.........................................................................................................30
B. CONVERSATIEANALYSE...............................................................................................................................................................31
C. PRAGMATISCHE BENADERING....................................................................................................................................................33
D. (KRITISCHE) DISCOURSANALYSE.................................................................................................................................................33
Variatie en verandering in medische gespreksvoering...............................................................................................................34
E. MULTIMODALE DISCOURSANALYSE............................................................................................................................................34
Cognitieve en emotionele activiteit............................................................................................................................................34
F. MOGELIJKE EXAMENVRAAG!!.....................................................................................................................................................35
W9. Forensische linguïstiek.................................................................................................................................................................35
A. BREDE DEFINITIE.........................................................................................................................................................................35
B. TAAL ALS BEWIJS.........................................................................................................................................................................36
drie subcategorieën binnen taal als bewijs.................................................................................................................................37
W10. computerlinguïstiek...................................................................................................................................................................38
A. GRAM- EN SPELLINGSCONTROLE................................................................................................................................................38
Methode 1. Niet-woord spellingscontrole..................................................................................................................................38
Methode 2: context-afhankelijke spellingscontrole...................................................................................................................38
B. SPRAAKHERKENNING & TEKST-NAAR-SPRAAKSYSTEMEN..........................................................................................................39
C. MACHINEVERTALING..................................................................................................................................................................39
D. SAMENVATTING..........................................................................................................................................................................40
W11. Taal & diversiteit........................................................................................................................................................................40
A. ONDERZOEKSGEBIED; ONTSTAAN..............................................................................................................................................40
B. TAAL EN GENDER; BEREIK...........................................................................................................................................................40
D. GENDERINCLUSIVITEIT IN VERSCH. TYPES TALEN......................................................................................................................41
Voorbeeld recent onderzoek......................................................................................................................................................41
E. ANDERE STRATEGIEËN INCLUSIEF TAALGEBRUIK.......................................................................................................................42
F. TAALBELEID INZAKE GENDER......................................................................................................................................................42
G. BENAMINGEN voor functies, beroepen en rollen......................................................................................................................42
H. TAALBELEID IN EUROPEES PARLEMENT.....................................................................................................................................43
Zelfstudie chatGPT..............................................................................................................................................................................43
W1. INLEIDING TOEGEPASTE TAALKUNDE
A. COMPETENTIEONTWIKKELING
Reductionisme = het vereenvoudigen v/e complex begrip/theorie
Reductionisme = het vereenvoudigen van een complex begrip/theorie
Synoniemen: herleiding, reductie, simplificatie
Voordelen: de belangrijkste informatie is vermeld
Een complex begrip kan simpel beginnend uitgelegd worden en zo verder opbouwen
Nadelen: je hebt niet alle details, alleen het grotere beeld w vermeld
KIVA
Kennis: informatie die je verwerft, onthoudt en in bepaalde context kan reproduceren
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, Het verwerven gebeurt door leerprocessen
Inzichten: kennis op een juiste manier kunnen gebruiken in een onbekende situatie
Vaardigheden: iets meerdere keren in bekende of nieuwe situatie goed kunnen uitvoeren
Komt door veel te oefenen
Attitude: emoties, gedachten en overtuigingen die een houding bepalen t.o.v. de kennis = mindset
B. TAALKUNDIGE ORGANISATIES
= officiële organisaties die zich bezighouden met toegepaste taalkunde
1. Twee grote organisaties:
AILA: Association International de Linguistique Appliquée
Wereldorganisatie (’64) van toegepaste taalkunde, organiseren congressen etc.
AAAL: American Association for Applied Linguistics Canada
2. Andere organisaties:
Anéla: Association néerlandaise de linguistique appliquée
GAL: Gesellschaft für Angewande Linguistik
ASLA: Association suédoise de Linguistique Appliquée & BAAL: British Association for Applied Linguistics
C. DEFINITIE TOETA
Volgens de AAAL
1. Interdisciplinair vakgebied & toepassingsgebied
Onderzoekt taal & communicatie gerelateerde kwesties
OM de rol ervan te begrijpen in het leven v individuen en in de maatschappij
2. Diversiteit onderwerpen: taal/communicatie-gerelateerd
3. Individu(en) & maatschappij(en)
4. Diversiteit theorieën en methodologieën
5. Innovatie: kennis, theorieën & methodologieën
Ontwikkelt eigen kennisbasis over taal + daarin nieuwe theoretische & methodologische kaders
= de gebruikers en gebruiken + hun sociale en materiële omstandigheden
D. ONTSTAANSGESCHIEDENIS
Beperkte focus 1940-1970
Algemene taalkunde (structuralistische en functionele) = toegepast bij onderwijzen v taal
Kleine expansie 1960-1970
taal leren + effectief onderwijzen
focus op tweedetaalverwerving
+ kleine expansie bv. taalontwikkeling evalueren
Grote expansie 1970-heden
Nieuwe subdisciplines meertaligheid: taalbeleid en -planning
+ taalrechten voor minderheden, leermiddelenontwikkeling, …
Reductionistische weergave v ontstaansgeschiedenis: focus op belangrijke gebeurtenissen
E. INTER-/TRANSDISCIPLINARITEIT
Een discipline: een vakgebied, wordt verdeeld in verschillende subdisciplines
Drie soorten wetenschappen op basis van disciplinedenken
Exacte wetenschappen: wiskunde, fysica, biologie, …
Sociale wetenschappen: psychologie, sociologie, …
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