Pub Date : 2019-04-01DOI: 10.5117/TVT2019.1.022.WIJK
H. V. Wijk, C. Jansen
{"title":"Effecten van anti-rookboodschappen bij jongeren","authors":"H. V. Wijk, C. Jansen","doi":"10.5117/TVT2019.1.022.WIJK","DOIUrl":"https://doi.org/10.5117/TVT2019.1.022.WIJK","url":null,"abstract":"","PeriodicalId":192335,"journal":{"name":"Tijdschrift voor Taalbeheersing","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130593263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.5117/TVT2019.1.009.HUST
Lettica Hustinx, I. Hofstra, A. Janssen
{"title":"Zijn concrete argumenten doorslaggevender?","authors":"Lettica Hustinx, I. Hofstra, A. Janssen","doi":"10.5117/TVT2019.1.009.HUST","DOIUrl":"https://doi.org/10.5117/TVT2019.1.009.HUST","url":null,"abstract":"","PeriodicalId":192335,"journal":{"name":"Tijdschrift voor Taalbeheersing","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131301650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.5117/TVT2019.1.004.EEME
F. V. Eemeren, B. Garssen
{"title":"En dan zit je met de gebakken peren!","authors":"F. V. Eemeren, B. Garssen","doi":"10.5117/TVT2019.1.004.EEME","DOIUrl":"https://doi.org/10.5117/TVT2019.1.004.EEME","url":null,"abstract":"","PeriodicalId":192335,"journal":{"name":"Tijdschrift voor Taalbeheersing","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123301261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.5117/TVT2019.1.007.HIDD
Frans Hiddink
Problem conversations with young children during group work Problem conversations with intervening teachers may enhance children’s discourse during group work. The few studies focusing on these conversations, however, are normative and experimental in nature, neglecting the joint and sequential nature of these conversations. Therefore, this paper’s aim is to give insight into how teachers and a group of children constitute and continue problem conversations. Detailed analysis informed by Conversation Analysis shows that problems are constructed in three patterns which are distinguished by the teacher’s reaction to the problem initiation resulting in three different continuations. It is found that the teacher’s actions are decisive for how children may contribute to the developing interaction. In particular, the teacher’s reaction to both problem initiations and solution proposals determines whether problem conversations interactions are jointly continued. Theoretical and practical implications are discussed.
{"title":"Probleembesprekingen met samenwerkende kleuters","authors":"Frans Hiddink","doi":"10.5117/TVT2019.1.007.HIDD","DOIUrl":"https://doi.org/10.5117/TVT2019.1.007.HIDD","url":null,"abstract":"Problem conversations with young children during group work Problem conversations with intervening teachers may enhance children’s discourse during group work. The few studies focusing on these conversations, however, are normative and experimental in nature, neglecting the joint and sequential nature of these conversations. Therefore, this paper’s aim is to give insight into how teachers and a group of children constitute and continue problem conversations. Detailed analysis informed by Conversation Analysis shows that problems are constructed in three patterns which are distinguished by the teacher’s reaction to the problem initiation resulting in three different continuations. It is found that the teacher’s actions are decisive for how children may contribute to the developing interaction. In particular, the teacher’s reaction to both problem initiations and solution proposals determines whether problem conversations interactions are jointly continued. Theoretical and practical implications are discussed.","PeriodicalId":192335,"journal":{"name":"Tijdschrift voor Taalbeheersing","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125519213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.5117/TVT2019.1.015.MULK
M. V. Mulken, L. Lagerwerf, I. Blokland
The role of semantic distance between two juxtaposed objects has not been studied thoroughly in visual perception. Does information processing differ between visual metaphors and semantically close objects (hyponyms), or between visual metaphors and semantically distant objects? Probably, semantic distance causes viewers to identify visual metaphors less fast than hyponyms. On the other hand, they might identify visual metaphors faster than objects with similar semantic distance, but without any ground for comparison (ad hoc group). A first experiment with response latencies for identification of 27 object pairs revealed such a pattern, supported by post hoc comprehension measures. In a second experiment, instruction was changed from identification into appreciation. Response latencies were shorter overall. For the ad hoc group, response latencies were longer than for both hyponyms and visual metaphors. Hyponyms were appreciated more than both other groups. Recall was better for visual metaphors than for the ad hoc group. We conclude that a smaller semantic distance indeed helps to identify and appreciate object pairs. Contrary to our expectation, visual metaphors, with a relatively larger semantic distance and a ground for comparison, were not appreciated most.
两个并列物体之间的语义距离在视觉感知中的作用尚未得到深入的研究。信息处理在视觉隐喻和语义上近的物体(下义词)之间，或者在视觉隐喻和语义上远的物体之间有区别吗?可能是语义距离导致观众识别视觉隐喻的速度比下位词慢。另一方面，他们可能比具有相似语义距离的物体更快地识别视觉隐喻，但没有任何比较的基础(ad hoc group)。第一个实验的反应延迟识别27对对象揭示了这样的模式，由事后理解措施的支持。在第二个实验中，教学从认同变成了欣赏。反应延迟总体上更短。对于特别组，反应延迟比下义词和视觉隐喻都要长。下义词比其他两组更受欢迎。视觉隐喻的记忆力比特别小组的记忆力更好。我们得出结论，较小的语义距离确实有助于识别和欣赏对象对。与我们的预期相反，视觉隐喻具有相对较大的语义距离和比较基础，却不受欢迎。
{"title":"De rol van semantische afstand in visuele metaforen","authors":"M. V. Mulken, L. Lagerwerf, I. Blokland","doi":"10.5117/TVT2019.1.015.MULK","DOIUrl":"https://doi.org/10.5117/TVT2019.1.015.MULK","url":null,"abstract":"The role of semantic distance between two juxtaposed objects has not been studied thoroughly in visual perception. Does information processing differ between visual metaphors and semantically close objects (hyponyms), or between visual metaphors and semantically distant objects? Probably, semantic distance causes viewers to identify visual metaphors less fast than hyponyms. On the other hand, they might identify visual metaphors faster than objects with similar semantic distance, but without any ground for comparison (ad hoc group). A first experiment with response latencies for identification of 27 object pairs revealed such a pattern, supported by post hoc comprehension measures. In a second experiment, instruction was changed from identification into appreciation. Response latencies were shorter overall. For the ad hoc group, response latencies were longer than for both hyponyms and visual metaphors. Hyponyms were appreciated more than both other groups. Recall was better for visual metaphors than for the ad hoc group. We conclude that a smaller semantic distance indeed helps to identify and appreciate object pairs. Contrary to our expectation, visual metaphors, with a relatively larger semantic distance and a ground for comparison, were not appreciated most.","PeriodicalId":192335,"journal":{"name":"Tijdschrift voor Taalbeheersing","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125746847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.5117/TVT2019.1.003.CARS
A. Carstens
{"title":"Is translanguaging een duurzame strategie voor het hoger onderwijs in Zuid-Afrika?","authors":"A. Carstens","doi":"10.5117/TVT2019.1.003.CARS","DOIUrl":"https://doi.org/10.5117/TVT2019.1.003.CARS","url":null,"abstract":"","PeriodicalId":192335,"journal":{"name":"Tijdschrift voor Taalbeheersing","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127843231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.5117/TVT2018.2.003.HOEK
J. Hoeks
Jansen (this issue) argues for choosing societally relevant themes to guide research into language use and communication. In this response article, it is proposed that all research should focus on solving societally relevant problems, in the domains of sustainability, democracy and health. Teaching students in secondary education communication and reasoning skills is seen as essential for implementing those solutions.
{"title":"Weg met fundamenteel onderzoek!","authors":"J. Hoeks","doi":"10.5117/TVT2018.2.003.HOEK","DOIUrl":"https://doi.org/10.5117/TVT2018.2.003.HOEK","url":null,"abstract":"Jansen (this issue) argues for choosing societally relevant themes to guide research into language use and communication. In this response article, it is proposed that all research should focus on solving societally relevant problems, in the domains of sustainability, democracy and health. Teaching students in secondary education communication and reasoning skills is seen as essential for implementing those solutions.","PeriodicalId":192335,"journal":{"name":"Tijdschrift voor Taalbeheersing","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126586244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.5117/TVT2018.2.011.POL
B. Pol
{"title":"Geesteswetenschappen en de communicatiewetenschap","authors":"B. Pol","doi":"10.5117/TVT2018.2.011.POL","DOIUrl":"https://doi.org/10.5117/TVT2018.2.011.POL","url":null,"abstract":"","PeriodicalId":192335,"journal":{"name":"Tijdschrift voor Taalbeheersing","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131253247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.5117/TVT2018.2.006.KOOL
T.L.C.E. Koole
This paper argues that applied research should always co-exist with fundamental research. At the same time, the paper shows how social interaction research in the Netherlands has had a strongly applied focus for several decades, in particular in health care and education. In addition, the papers make a plea to stop characterizing communication studies in terms of the ‘verbal transmission of information’ since research deals not only with linguistic communication and not only with communicative activities where transmitting information is the main purpose.
{"title":"Sociale interactie in de Taalbeheersing","authors":"T.L.C.E. Koole","doi":"10.5117/TVT2018.2.006.KOOL","DOIUrl":"https://doi.org/10.5117/TVT2018.2.006.KOOL","url":null,"abstract":"This paper argues that applied research should always co-exist with fundamental research. At the same time, the paper shows how social interaction research in the Netherlands has had a strongly applied focus for several decades, in particular in health care and education. In addition, the papers make a plea to stop characterizing communication studies in terms of the ‘verbal transmission of information’ since research deals not only with linguistic communication and not only with communicative activities where transmitting information is the main purpose.","PeriodicalId":192335,"journal":{"name":"Tijdschrift voor Taalbeheersing","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121805044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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