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- Volume 39, Issue 1, 2017
Tijdschrift voor Taalbeheersing - Volume 39, Issue 1, 2017
Volume 39, Issue 1, 2017
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Van waarheidsvinding naar evaluatie
Authors: Maartje Harmelink, Petra Sneijder, Baukje Stinesen & Annette KlarenbeekAbstractFrom truth finding to evaluating practices: A discursive psychological analysis of the construction of Twitter rumour related to a robbery of a jewellery store in the Netherlands
In this study, the construction of rumour on Twitter during a specific crisis is analysed from a discursive psychological perspective. This perspective treats psychological concepts such as identities as discursive constructions. The selected case is the robbery of a jewellery store in Deurne, a village in the Netherlands. The jeweller’s wife was said to have shot two of the robbers. Although this fact was not officially confirmed, people used particular discursive strategies to present the act of the jeweller’s wife as factual, which influenced the way the media reported on this case, as well as the reaction of the prosecutor, which was described as premature. Four dominant discursive patterns were detected, that is: normalizing the act, evaluating the act, upgrading the act and anticipating on the consequences of the act. Furthermore, it is demonstrated how critical tweets, displaying a concern for nuancing the overall tendency of the tweets, were designed in a way that downplayed their overt critical character. Implications of the analysis for crisis communication professionals are discussed.
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De verenigbaarheid van didactische middelen en taalkundige spellinglogica bij Nederlandse werkwoorden
Authors: Mijntje Bakker-Peters, Johan Zuidema, Anna Bosman & Anneke NeijtAbstractThe compatibility of didactic resources and the linguistic logic of spelling in Dutch verb spelling
Despite years of dedicated education, a significant number of Dutch pupils leave primary school each year without mastering verb spelling. At this point, the spelling system appears to be a wolf in sheep’s clothing. The system underlying Dutch verb spelling is logical, but it violates the basic rules of Dutch spelling and leads to homophonic forms that have to be spelled differently. The effect of frequency and context increases the uncertainty on how to spell these verb forms. The latest research, by now already about thirty years old, indicated that verb spelling is learned best by whole-class teaching and by means of an algorithm. In this article we discuss the available didactic resources and the problems that students have to overcome when learning Dutch verb spelling. It provides us with a tentative answer as to whether didactic resources and the logic of Dutch verb spelling are compatible.
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Wie Snappet de spelling?
Authors: Mirl Witte-Both & Erik van SchootenAbstractComputer assisted spelling instruction: The effect of the educational software ‘Snappet’ on the ability to spell of students in fifth grade
In a quasi-experimental study in two fifth grade classes, the effect of using the computer program ‘Snappet’ on the growth in spelling ability was evaluated. Snappet consists of an application for use in primary education to instruct pupils in language, arithmetic and other subjects. Two classes with a total of 46 pupils participated in the study. Results show that pupils using the Snappet application showed a significantly smaller learning gain in spelling ability than students working with pencil and paper. It is concluded that teaching spelling with the Snappet application seems less efficient for the pupils in our sample than teaching spelling with pencil and paper and that further research is needed to ascertain what causes the negative effect of the application use with fifth grade pupils.
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Meegesleept in de wereld van het verhaal?
Authors: Carel Jansen, Sietske Nederhoff & Joëlle OomsAbstractTransported into a story world? Two replications of a study on the role of the protagonist
A recent study among young readers (n = 83) concluded that the way the protagonist is portrayed (sympathetic, neutral or unsympathetic) plays a key role in transportation (De Graaf & Hustinx, 2015). In view of the importance of this conclusion, two replications were performed among comparable groups of readers. In the first, direct replication (n = 79) the same story was used as in the original study. The second, conceptual replication (n = 81) used another story. Just like the original study, both replications used story versions that differed in the way the protagonist was portrayed, and both replications measured the same variables as the original study. Analyses of the results of the original study and the two replications cast doubt on the conclusion drawn in the original study. In the original study some of the predicted effects of text version on transportation were found, others were not. In the replications none of these effects were found to be significant. Meta-analyses of the findings in the original study and the replications revealed small effects of story version on transportation measures. Neither the replications nor the meta-analyses provided support for the mediating effect hypothesised in De Graaf and Hustinx of transportation on the relationship between the ways the protagonist was portrayed and readers’ beliefs. As the statistical power of the analyses in the three separate studies was limited, new studies with larger numbers of participants are recommended.
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Fatale spelfouten?
Authors: Frank Jansen & Daniël Janssen
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