Rhedir gan School of Arts, Culture and Language

20.000 Credydau neu 10.000 Credyd ECTS

This continuation module to Dutch I [LXG2009] deepens students' understanding of contemporary Dutch and introduces them to examples of modern Dutch prose writing.

Students on this module will be working towards achieving B1 on the Common European Framework of Reference for Languages (CEFR)

The module builds on the foundation knowledge gained in Dutch I [LXG2009] and equips students with a sound basis in contemporary Dutch.

Set Text Gerdi Quist et al., Routledge Intensive Dutch Course (New York: Routledge, 2006)

Websites: SMLC offers a link list for all language students that covers the most important resources (newspapers, TV channels, online grammar and dictionaries, etc.) in the language(s) that they study: http://www.bangor.ac.uk/ml/links-dutch.php.en

trothwy

40-49% Demonstrate understanding of basic forms of modern Dutch and able to communicate basic information.

dda

50-69% Demonstrate accuracy of expression and breadth of vocabulary in both written and spoken Dutch.

rhagorol

70+% Demonstrate a secure grasp of the language commensurate with the time available for study. Evidence of fluency and linguistic competence.

1. Display the ability to express themselves, both orally and in writing, in the target language with greater confidence, demonstrating a good grasp of vocabulary and more advanced grammatical constructions.

2. Display sound comprehension skills.

3. Display the ability to read basic Dutch prose.

4. Demonstrate an awareness of contemporary Dutch society and culture.

		Oriau
Seminar	3 x 1 hour language sessions per week for 11 weeks. These will focus on the key skills of reading and writing, grammar, and aural and oral skills.	33
Private study		167

• Literacy - Proficiency in reading and writing through a variety of media
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sentistevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

• Studying the countries or regions where the target language is used, including aspects of their literatures, cultures, linguistic contexts, history, politics, geography and social or economic structures. (Benchmark statement 5.10)
• The ability to extract and synthesise key information from written and spoken sources in the target language. (Benchmark statement 5.3, 5.4, 5.14)
• The ability to use the target language creatively and precisely in short written assignments in the target language. (Benchmark statement 5.14)
• The ability to translate short passages into and out of the target language. (Benchmark statement 5.3, 5.4)
• Engaging with, interpreting and critically evaluating short and longer contemporary texts (short stories, films, novels) in the target language (Benchmark statement 5. 8, and 5.9)
• Effective oral communication and presentation skills (including delivery and argument development, discussion and defence) in the target language through individual and/or group discussions. (Benchmark statement 5.3, 5.4)
• The ability to use the target language creatively and precisely in oral assignments, showing familiarity with a range of topics and registers in formal and informal situations. (Benchmark statement 5.3, 5.4)
• Develop aural comprehension skills in the target language, supported by a wide range of appropriate materials in different media. (Benchmark statement 5.3, 5.4)
• The ability to read, understand and summarise written texts in the target language. (Benchmark statement 5.3, 5.4)
• Sensitivity to and analysis of grammar and syntax in the target language, as well as basic morphology and phonology. (Benchmark statement 5.8, and 5.9)
• Basic reading and listening skills in the target language as well as vocabulary acquisition. (Benchmark statement 5.3, 5.4, 5.7, and 5.10)
• The ability to make effective use of notes and to carry out independent study. (Benchmark statement 5.15)
• Develop verbal communication skills in the target language through group work and class discussions. (Benchmark statement 5.8)
• The ability to read, understand, translate, and write short texts in the target language (benchmark statement 5.13, 5.14, 5.15 and 5.16)
• Further develop students's verbal communication skills through group work and class discussions.
• The ability to read, understand, translate, and write more complex texts in the target language. (Benchmark statement 5.13, 5.14, 5.15, and 5.16)

Rhestr ddarllen Talis

http://readinglists.bangor.ac.uk/modules/lxg-2011.html

Rhagofynion

• LXG-2009: Dutch I

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