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Samenvatting tweede taal verwerving en tweede taal onderwijs (volledig)
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Tweede taal verwerving en tweede taal onderwijs van René Appel en Anne Vermeer. Geschikt voor taalkunde.
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Tweede taal verwerving en tweede taalonderwijs
René Appel & Anne Vermeer
1
,Inhoud
Hoofdstuk 1 (Inleiding)...........................................................................................................................5
Hoofdstuk 2 (Het verloop van tweede-taalverwerving).........................................................................6
2.1 Inleiding........................................................................................................................................6
2.2 Fonologie......................................................................................................................................6
2.3 Woordenschat..............................................................................................................................6
2.4 Woordvorming.............................................................................................................................7
2.5 Zinsbouw......................................................................................................................................7
2.6 Pragmatiek....................................................................................................................................7
Hoofdstuk 3 (Factoren die tweede-taalverwerving beinvloeden)..........................................................8
3.1 Inleiding........................................................................................................................................8
3.2 Leeftijd..........................................................................................................................................8
3.3 Sexe..............................................................................................................................................8
3.4 Taalaanleg.....................................................................................................................................8
3.5 Intelligentie...................................................................................................................................9
3.6 Beheersing eerste taal..................................................................................................................9
3.7 Cognitieve stijl..............................................................................................................................9
3.8 Persoonlijkheid.............................................................................................................................9
3.9 Sociaalpsychologische factoren....................................................................................................9
3.10 Taalcontact...............................................................................................................................10
3.11 Instructie...................................................................................................................................10
3.12 Besluit.......................................................................................................................................10
Hoofdstuk 4 (Theorieën over tweede-taalverwerving).........................................................................11
4.1 Inleiding......................................................................................................................................11
4.2 Linguïstische benaderingen........................................................................................................11
4.2.1 Transferhypothese...............................................................................................................11
4.2.2 Creatieve-Constructiehypothese.........................................................................................11
4.2.3 Universele grammaticahypothese.......................................................................................12
4.3 Cognitivistische benaderingen....................................................................................................12
4.3.1 Cognitivistische aspecten van linguïstische benaderingen...................................................12
4.3.2 T2-verwerving als informatieverwerking.............................................................................13
4.4 Interactionele benaderingen......................................................................................................13
4.4.1 Taalaanbod..........................................................................................................................13
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, 4.4.2 Interactie.............................................................................................................................14
4.4.3 Algemene punten................................................................................................................14
4.5 Conclusie....................................................................................................................................14
Hoofdstuk 5 (Benaderingen in het tweede taalonderwijs)...................................................................15
5.1 Inleiding......................................................................................................................................15
5.2 Grammatica-vertaalbenadering..................................................................................................15
5.3 Audio-linguale benadering..........................................................................................................15
5.4 Communicatieve benadering......................................................................................................15
5.5 Receptieve benadering...............................................................................................................16
5.6 Handelingspsychologische benadering.......................................................................................16
5.7 Besluit.........................................................................................................................................16
Hoofdstuk 6 (Taaldoelen en evaluatie).................................................................................................17
6.1 Inleiding......................................................................................................................................17
6.2 Taalvaardigheid, wat is dat?.......................................................................................................17
6.3 Deeltaalvaardigheden.................................................................................................................17
6.4 Taaldoelen..................................................................................................................................18
6.5 Het toetsen van taalvaardigheid.................................................................................................18
6.6 Spontane taalopnames...............................................................................................................18
6.7 Domein- en normgericht............................................................................................................19
6.8 Evalueren, bijsturen en verwijzen...............................................................................................19
6.9 Conclusie....................................................................................................................................19
Hoofdstuk 7 (Leerstof: Selectie en ordening).......................................................................................21
7.1 Inleiding......................................................................................................................................21
7.2 Wensen en achtergronden van T2-verwervers en de selectie van leerstof................................21
7.3 Aansluiting bij het T2-verwervingsproces...................................................................................21
7.4 Frequentie en spreiding als criterium.........................................................................................22
7.5 Moeilijkheidsgraad.....................................................................................................................22
7.6 Nut en andere intuïtieve criteria................................................................................................23
7.7 Van criteria naar leerstof: inhouden, kennis en vaardigheden...................................................23
7.8 Hoeveelheid leerstof en mate van onthouden...........................................................................23
7.9 Conclusie....................................................................................................................................24
Hoofdstuk 8 (Organisatie en werkvormen)...........................................................................................25
8.1 Inleiding......................................................................................................................................25
8.2 Organisatie van T2-onderwijs.....................................................................................................25
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