{"title":"‘Hakken en plakken’","authors":"Ilona J. E. Dols-Koot, Jimmy H. M. van Rijt","doi":"10.1075/dujal.17030.dol","DOIUrl":null,"url":null,"abstract":"\n Orthography is considered to be a major problem in Dutch education, since many pupils don’t seem to be able to\n master orthographic rules, even after years of education. In educational literature it is argued that the problems related to\n spelling are caused by approaches that focus more on rules of thumb than on linguistic insights. This is somewhat remarkable,\n since a good understanding of the Dutch orthographic system requires a fair amount of morphological knowledge. In order to\n effectively implement this knowledge, the development of a morphological awareness (MA) seems to be required. Therefore, a short\n intervention was designed for the upper levels of secondary schools (4 havo) which aimed to foster MA and, subsequently, improve\n orthographic skills. Results of this quasi-experimental study indicate that a short intervention can significantly boost MA, but\n that students don’t seem to be able to use MA effectively to enhance spelling performance.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.6000,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dutch Journal of Applied Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/dujal.17030.dol","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 1
Abstract
Orthography is considered to be a major problem in Dutch education, since many pupils don’t seem to be able to
master orthographic rules, even after years of education. In educational literature it is argued that the problems related to
spelling are caused by approaches that focus more on rules of thumb than on linguistic insights. This is somewhat remarkable,
since a good understanding of the Dutch orthographic system requires a fair amount of morphological knowledge. In order to
effectively implement this knowledge, the development of a morphological awareness (MA) seems to be required. Therefore, a short
intervention was designed for the upper levels of secondary schools (4 havo) which aimed to foster MA and, subsequently, improve
orthographic skills. Results of this quasi-experimental study indicate that a short intervention can significantly boost MA, but
that students don’t seem to be able to use MA effectively to enhance spelling performance.
期刊介绍：
The Dutch Journal of Applied Linguistics (DuJAL) focuses on promoting Dutch and Belgian work in applied linguistics among an international audience, but also welcomes contributions from other countries. It caters for both the academic society in the field and for language and communication experts working in other contexts, such as institutions involved in language policy, teacher training, curriculum development, assessment, and educational and communication consultancy. DuJAL is the digital continuation of Toegepaste Taalwetenschap in Artikelen, which had been the journal of Anéla, the Dutch Association of Applied Linguistics, for forty years. Like its predecessor, DuJAL wants to offer a platform to young researchers in applied linguistics, i.e. PhD candidates and MA students. In order to maintain a high standard all submissions are subjected to a ‘double blind’ review by at least one external reviewer and two of the editors. Contributions may be written in Dutch, English, German or French.
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