Hyphenation ofinformatievaardigheden

Linguistic Analysis of "informatievaardigheden" (Dutch)

1. Examination & Pronunciation:

The word "informatievaardigheden" is a compound noun in Dutch, meaning "information skills". It's a relatively long word, typical of Dutch, formed by concatenating several morphemes. Pronunciation involves a mix of vowel qualities and consonant clusters common in Dutch.

2. Syllable Division:

Following Dutch syllabification rules, which prioritize vowel sounds and avoid splitting digraphs (like 'ie'), the word is divided as follows (see JSON output for the orthographic representation).

3. Morphemic Analysis:

• Prefix: in- (Latin origin, prefix meaning 'not' or 'un-', but here functions as part of the root, forming a new concept)
• Root: formatie (Latin origin, from formatio meaning 'formation', 'shaping'. This is the core concept relating to information.)
• Suffix: -vaardigheden (Dutch suffix, derived from vaardig meaning 'skilled', 'capable', and -heden forming a noun denoting a quality or state. This indicates the possession of skills.)

4. Stress Identification:

Dutch stress is generally on the penultimate (second-to-last) syllable. In this case, the primary stress falls on vaar-.

5. Phonetic Transcription:

/ɪnfɔrmaːˈti.vaːrdiɣədən/

6. Edge Case Review:

Dutch allows for relatively free compounding, leading to long words. Syllabification rules are generally consistent, but the length of the word and the presence of multiple vowel clusters require careful application of the rules.

7. Grammatical Role:

The word functions solely as a noun. There are no syllabification or stress shifts based on grammatical function.

8. Definition & Semantics:

• Definition: The ability to find, evaluate, use, and communicate information effectively.
• Translation: Information skills
• Grammatical Category: Noun (de)
• Synonyms: informatiebekwaamheid, informatiecompetenties
• Antonyms: informatie-onbekwaamheid
• Examples:
  • "De school besteedt veel aandacht aan de ontwikkeling van informatievaardigheden." (The school pays a lot of attention to the development of information skills.)
  • "Informatievaardigheden zijn essentieel in de moderne samenleving." (Information skills are essential in modern society.)

9. Phonological Comparison:

• 'computer': /kɔmˈpytər/ - Syllables: com-pu-ter. Similar vowel structure, but shorter. Stress on the penultimate syllable.
• 'universiteit': /ynivərsiˈtɛit/ - Syllables: u-ni-ver-si-teit. Longer word, multiple vowels, stress on the antepenultimate syllable.
• 'communicatie': /kɔmy.niˈkaːtsi/ - Syllables: co-mu-ni-ca-tie. Similar vowel clusters and stress pattern.

The differences in syllable division arise from the length of the word and the specific vowel sequences. Dutch allows for complex syllable structures, but always prioritizes vowel sounds.

10. Division Rules:

• Rule 1: Vowel-Based Division: Syllables are generally formed around vowel sounds.
• Rule 2: Avoid Digraph Splitting: Digraphs (like 'ie', 'eu') are kept together within a syllable.
• Rule 3: Consonant Clusters: Consonant clusters are generally split based on sonority (more sonorous sounds tend to form the onset of the following syllable).
• Rule 4: Penultimate Stress: Primary stress falls on the penultimate syllable in most Dutch words.

11. Special Considerations:

The compound nature of the word requires careful consideration of morpheme boundaries. The 'ie' digraph is consistently treated as a single vowel sound.

12. Alternative Pronunciations/Regional Variations:

Regional variations in vowel pronunciation exist in Dutch, but they generally do not affect the syllable division. Some speakers might pronounce the 'g' at the end of 'vaardigheden' more softly or omit it entirely, but this is a phonetic variation, not a syllabic one.