Vocabulairekennis In De Vreemde Taal Na Beëindiging Van Het Onderwijs
This paper deals with the loss of FL-vocabulary in French and German learned in formal secondary Dutch education ("VWO). Using a cross-sectional design, we investigated the development of FL-vocabulary from the end of grade 4 - the moment at which pupils can drop one or two FLs - up to the end of grade 6 - the moment when they take their final exams in the seven subjects they did choose. We compared pupils from grades 4, 5, and 6 who had either dropped the FL, or had chosen it as an exam subject. A French and a German translation task were administered in which pupils had to fill in the target word in a meaningful, but noncoercive context. The tests consisted of a productive part (translation into the FL) and a receptive part (translation from the FL). Either part consisted of 48 equivalent items, 24 high-frequent and 24 low-frequent target words. The main finding was that there was a loss of 16% for French in the second year of non-use, and a comparable loss for German in the first year of non-use. However, the loss for German was entirely redressed in the second year of non-use. It was concluded that this may have been due to the cross-sectional design, and that, therefore, longitudinal designs are to be preferred in this kind of research.
Published online: 24 March 2014
Cited by 1 other publications
Weltens, Bert & Andrew D. Cohen
This list is based on CrossRef data as of 11 november 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.