31 A Dutch Vocabulary, Język Holenderski
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A Dutch
Vocabulary
BRUCE DONALDSON
B.A . (Western Australia) Litt. Drs. (Utrecht)
Deportment of Germanic Studies
University of Melbourne
~
Melbourne, 1983
A
AEPress
PREFACE
This little book, although extremely fundamental in approach and intent. is all the
more remarkable by virtue of the fact that no such work has ever been compiled for
the learning of Dutch. Numerous such vocabularies exist for French, German. Italian
and Spanish, but Dutch seems always to have been the Cinderella of the
languoges of Western Europe. I hope hereby to rectify thot situation in some small
way.
This book is intended for the English-speaking students of Dutch wherever they
reside in the world and whatever course being followed; i.e. whether at a
secondary or tertiary educational institution, ottending a private course, or home
study. It is designed to supplement the limited vocabulary that all grammars are
forced by necessity to use. In my opinion it is imperative that formal explanation of
the grammar should be accompanied by some form of systematic vocabulary
learning where a choice has been made by an experienced teacher of Dutch
between basic everyday vocabulary that should be learnt immediately, and that
which can be left to the student to pick up later from his own interactions with
native speakers and from reading. I have made such a choice here, grouping
common vocabulary items under general topics.
By systematically working his way through this book, and at the some time following
a course in the language based on any of the existing grammars or language
laboratory methods. the student should build up a good working vocabulary which
is free of the esoteric, and often difficult items which make dictionaries so
complicated to use for people starting out in a new language. This is no substitute
for a dictionary of course. but a dictionary is not a substitute for a book such as this
either.
The words have been put into groups of ten on overage - sometimes there are as
few as eight and sometimes as many as twelve; to have stuck rigidly to ten would
have forced me at times to leave out useful words or include some not so useful
ones . Such grouping of the items should assist learning; for instance one can set
oneself the task of learning one or two or more units a day and thus get a feeling of
progress . By having grouped the words further under broad general topics. it should
be practical for example for teachers to set essays on those topics in which the
student can attempt to use as many of the given words as possible. A further
advantage of grouping the words under general topics is the avoidance of
ambiguity of meaning. Many words have a variety of meanings depending on
context. but usually the meaning of a particular word is clear in this instance
because of the other words in its ViC inity. On occasions it was necessary. for the
sake of clarity, to footnote individual vocabulary items, but this has been kept to a
minimum.
The choice of words to be incorporated into or leff out of a book such as this is
somewhat arbitrary and Subjective. Even computer compiled frequency lists are
subjective because they are based on arbitrarily chosen newspapers. magazines.
novels eic. lists compiled in that way often grossly distort reality . To toke a
hypothetical example. one could well find that if a frequency list for Dutch were
based on any of the well-known dailies of Holland, one would probably find that
3
gosbel
(gas bubble) and
in ffotie
(inflation) would be included while
spruifje
(Brussels sprout) and
wekker
(alarm c lock) would be left out. This list of
2860
words
- my
original goal was
±
3000 - is based on fwo Inevitably subjective factors:
firstly my experience as a teacher of Dutch at tertiary level over a period of ten
years and secondly. and more importantly in my opinion,
my
perception of Dutch
as a non-native-speaker of the language. Non-native-speakers are in a better
position than natives to assess what is necessary vocabulary and what can be left
till later, what one merely needs to know passively and what one must also be able
to use actively .
The subject of choosing items for inclusion or exclusion brings me to a very difficult
and important problem that I was continually confronted with. Certain words are so
important as to be indispensable to the foreigner living and learning Dutch in
Holland e.g. boerenkoOI(curly kole) and BTW(Value Added Tax), whereas such
concepts are Quite possibly unknown to the American, or Australian or South
African who has never been to Europe a nd may never go. On the other hand, a
'mop' Is an everyday cleaning instrument, in Australia anyway, which I felt Inclined
to include, but the Dutch don·t know the implement. The dictionary will tell you that
a 'mop' is a
stokdweil,
but that is not exactly what we cali a 'mop'. When waShing
floors the Dutch simply use a
dweil
(floor-Cloth) which is something which I for one
do not possess or have ever used. Most Dutch people would probably translate
'sandwich' with
boterham
but a Dutch
boterhom
consists of only one slice of bread,
which, what is more, is usually eaten with a knife and fork . Ten Bruggencate's
dictionary renders sandwich as follows:
twee sneetjes broodmet iets ertussen;l
thus
the word sandwich wi!! not be found in my corpus. Such problems are of course to
be
expected when attempting to equate one culture with another.
Deciding which Dutch words to include wos actually only holf the problem; now
they should be translated turned out to be no mean task. As this book will be
marketed throughout the English-speaking world, it was often difficult, even
impossible, to decide which English translation would be universally acceptable.
Zwembroek,
for example, would be translated differently even from state to state
within the Commonwealth of Australia, so it was impossible for me to know exactly
what one says In Britain and America, and even had I known this, space would not
have permitted all alternatives. I thus opted for a neutral descriptive translation,
swimming trunks, although I would not personally ever use that expression . In such
instances the reader will simply have to substitute the word most commonly used
where he or she is living. I have certainly always done my best to avoid peculiarly
Australian expressions where I was aware that our use of English differs from
overseas e.g.
snoepje
-
sweet, piece of candy, whereas in Australia one would
soy 'lolly' . I am reasonably confident that my translations will be generally
acceptable to Britishers, but mv li mited knowledge of American English has
undoubtedly led to some expressions sounoing unfamiliar to inhabitants of that
continent. I have, however, kept American usage in mind wherever possible
e.g.
kroan
-
tap, faucet.
On occasions I also had great difficulty in deciding whether an EngliSh compound
noun should be wri11en as one word, two words or hyphenated, a problem that
does not often arise in Dutch. In my defence, should anyone disagree with my
decisions, I Quote Fowler, generally regarded as
the
authority among speakers of
British English: '.. . its (Le. use of hyphens) infinite variety defies description. No twa
d ictionaries and no
two
sets of style rules would be found to give conSistently the
same advice'.2
4
In cases where it is not immediately obvious where the stress falls on a word, the
syllable to be stressed Is printed in bold type. I have not for instance indicated stress
In a word like
begrijpen,
but I have in
hengelen, g itaar
and
p a spoort,
because,
although those words do not have on irregular stress like
stadhu/s
and
burgemeester,
they are nevertheless words which the non-native-speaker may be
inclined to stress incorrectly. The stress in verbs such as
ultdrukken
is always given,
thereby indicating that they are separable.
The symbol ' indicates a strong or irregular verb. It would have been unwieldy to
give the principal ports of all irregular verbs
and
to indicate whether they
toke
hebben, zijn
or both in the perfect tense. Such information can usually be quite
easily gleaned from dictionaries and grammars.
Where more than one translation of a Dutch word is g iven. a
comma
is used to
separate synonyms. Wherever a semi-colon is used. however,
what
follows is
on
alternative meaning of that Dutch word e.g. p aprika-pepper, capsicum;
paprika.
In conclusion, a word about the illustrations. They
are
intended first and foremost
simply to liven up the pages of this book. Such
a
book can easily become tedious to
learn from - after all, vocabulary learning is hard work, but the sight of
on
amusing
sketch with a relevant sub-title is psychologically relieving and at the same time the
expressions being illustrated
are all
the more likely to stay in the student's mind. AU
the captions which accompany the illustrations attempt to illustrate an important
point of
grammar
or particular Idiom in addition to using in context some of
the words given on the page. Translations of the Dutch captions are given on
page
6 .
1 Bruggencote. K ten.
Engels Woordenboek,
Wolters-Noordhoff. Groningen, 1973.
2 Fowler, H.W . A
Oictionary of Modem English Usage.
Clarendon Press, Oxford. 1965
(p.255) .
ACKNOWLEDGEMENTS
My thanks are due In the first instance to Peter Dodds of Melbourne for supplying me
with the many charming drawings that will, I hope, help endear this li ttle book to all
who use It . In addition I would like to thank Rolph Martens of Melbourne for his
careful scru tiny of the English translations as well as Paul van derPlank of leiden and
Anita van Leeuwen of Utrecht for the assistance they offered in ensuring that the
corpus of Dutch words is current and correct.
Bruce Donaldson
ABBREVIATIONS
(adj.)
(c.)
( fern.)
(fig.)
(Intr.)
(li t .)
(masc.)
adjective
common gender noun
feminine, female
figurative
intransitive verb
literally
masculine
(n.)
(pl.)
(pron.)
(s.o.)
(s.t.)
(tr.)
neuter noun
plural
pronounced
someone
something
transitive verb
5
1
1
i
,
I
TRANSLATIONS OF CAPTIONS
Numbers refer to
the
first section 01
the
page.
130 A deserted island with coconut palms
133 The stream meanders through the
country-side
136 There's a thunder-storm
139
A
rainbow has just appeared
142 The doctor is examining a patient
145 The priest has caught a cold
148 One can change foreign curencies at
this bonk
151 He put a coin in his money-box
154
This piOUS monk is praying
157 The Christmas tree haS been nicely
decorated
160
Tulips bloom in spring
163 These three indoor plants are on the
w indow sill
166 A wreath for a dead person
169 The Easter Bunny carries his eggs in a
basket
172
He's crying because he has foiled on
exam
175 The teacher is writing something on the
board
178 The professor is somew hat absent-
minded
181 The Greek alphabet
is
very difficult, isn't
it?
184 This Jew speaks Hebrew and lives in
Israel
187 The typist can type very well
190 On this shelf are two copies o f the same
bOOk
193 The king is the Mod of state
196 The politician is g iving a speech
199 He's driving much toa fast
202 A brand new racing cor
205 This boy is hitch-hiking
208 The train is about to cross the bridge
211 The cow is grazing in the meadow
214 The wheat must be harvested now
217 The thief has been caught red-handed
and is being arrested
220 A pleasant lillie square with a monu-
ment
223 A nice little shopping street
226 A well-known Itatian chef
229 A tremendously tall building
232 He IS in the a rmy
235 A bomb has exploded here
238 He's learnt to swim well
2.:11 This lady has been waiting for the bus for
Quite a while
244 The chil d has sat down on its potty
247 This nice mill is situated behind a high
dyke
250 Kees is terrib ly proud of his new kennel
253 This lad has been awfully naughty
256 Belween the trees you'll find some
mushrooms
259 The post-office is on the square
opposite the bank
262 The puppy runs outside
265 She weighs much 100 much
,
!
i
1 A rolled-up sleeve
4 The Scots wear such a skirt
7 Formers wear clogs
10 A small chest full of fabulous jewels
13 The woiter is serving a customer
16 Somebody who sells used cars
19 This old couple hove been marr ied for
forty-two years
22 A very old man with a walking sl ick in his
hond
25 The toddler is crowling on the tloor
28 The two young people are very mUCh in
love with each other
31 The kiddies have finally fallen asleep
34 This labourer hos a hoiry chest
37 He has a blister on his heel
40 English judges always wear wigs
43 lOOk whOI you con do with chewing
g,m
46 The cake tastes really delicious
4Q He's hoving a sip of apple juice
52 He's full ; he's eaten too many vege-
tables
55 A caterpillar feels at home in a pear
58 Please give me real coffee, not instant
coffee
61 Delicious cheese from Sw itzerland
6A A
slice of bread w ith raspberry jom on
it
67 This box of confectionery has been
opened by someone
70 This little mouse has eaten and has then
gone to sleep in the corner
73 The cat has just g iven birth , she has only
three kittens
76 The roosler crows
01
live o'clock every
morning: cock-a-doodle-doo
79 Snails like green leaves
82 Pearls are found in oyslers
85 He is in the attiC
88 The curtains are still closed
91 There is now
0
p icture on the wall
94 Here is on old fashioned bath tub w ith
hot water in it
97 The housewif e has just vacuumed
100 The kettle is boiling
103 She's putting something in the fridge
106 The lable has been set
109 That tree was unfortunately chopped
down
112 This television isn't working any more
115 Boy, how well she can sing
118 This sock has already been darned a
few times
121 He likes the smell Of Ihat man's cigar
124 The photographer is taking a photo of
this couple
127 The passport must be stamped by the
customs officer
I
6
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A Dutch
Vocabulary
BRUCE DONALDSON
B.A . (Western Australia) Litt. Drs. (Utrecht)
Deportment of Germanic Studies
University of Melbourne
~
Melbourne, 1983
A
AEPress
PREFACE
This little book, although extremely fundamental in approach and intent. is all the
more remarkable by virtue of the fact that no such work has ever been compiled for
the learning of Dutch. Numerous such vocabularies exist for French, German. Italian
and Spanish, but Dutch seems always to have been the Cinderella of the
languoges of Western Europe. I hope hereby to rectify thot situation in some small
way.
This book is intended for the English-speaking students of Dutch wherever they
reside in the world and whatever course being followed; i.e. whether at a
secondary or tertiary educational institution, ottending a private course, or home
study. It is designed to supplement the limited vocabulary that all grammars are
forced by necessity to use. In my opinion it is imperative that formal explanation of
the grammar should be accompanied by some form of systematic vocabulary
learning where a choice has been made by an experienced teacher of Dutch
between basic everyday vocabulary that should be learnt immediately, and that
which can be left to the student to pick up later from his own interactions with
native speakers and from reading. I have made such a choice here, grouping
common vocabulary items under general topics.
By systematically working his way through this book, and at the some time following
a course in the language based on any of the existing grammars or language
laboratory methods. the student should build up a good working vocabulary which
is free of the esoteric, and often difficult items which make dictionaries so
complicated to use for people starting out in a new language. This is no substitute
for a dictionary of course. but a dictionary is not a substitute for a book such as this
either.
The words have been put into groups of ten on overage - sometimes there are as
few as eight and sometimes as many as twelve; to have stuck rigidly to ten would
have forced me at times to leave out useful words or include some not so useful
ones . Such grouping of the items should assist learning; for instance one can set
oneself the task of learning one or two or more units a day and thus get a feeling of
progress . By having grouped the words further under broad general topics. it should
be practical for example for teachers to set essays on those topics in which the
student can attempt to use as many of the given words as possible. A further
advantage of grouping the words under general topics is the avoidance of
ambiguity of meaning. Many words have a variety of meanings depending on
context. but usually the meaning of a particular word is clear in this instance
because of the other words in its ViC inity. On occasions it was necessary. for the
sake of clarity, to footnote individual vocabulary items, but this has been kept to a
minimum.
The choice of words to be incorporated into or leff out of a book such as this is
somewhat arbitrary and Subjective. Even computer compiled frequency lists are
subjective because they are based on arbitrarily chosen newspapers. magazines.
novels eic. lists compiled in that way often grossly distort reality . To toke a
hypothetical example. one could well find that if a frequency list for Dutch were
based on any of the well-known dailies of Holland, one would probably find that
3
gosbel
(gas bubble) and
in ffotie
(inflation) would be included while
spruifje
(Brussels sprout) and
wekker
(alarm c lock) would be left out. This list of
2860
words
- my
original goal was
±
3000 - is based on fwo Inevitably subjective factors:
firstly my experience as a teacher of Dutch at tertiary level over a period of ten
years and secondly. and more importantly in my opinion,
my
perception of Dutch
as a non-native-speaker of the language. Non-native-speakers are in a better
position than natives to assess what is necessary vocabulary and what can be left
till later, what one merely needs to know passively and what one must also be able
to use actively .
The subject of choosing items for inclusion or exclusion brings me to a very difficult
and important problem that I was continually confronted with. Certain words are so
important as to be indispensable to the foreigner living and learning Dutch in
Holland e.g. boerenkoOI(curly kole) and BTW(Value Added Tax), whereas such
concepts are Quite possibly unknown to the American, or Australian or South
African who has never been to Europe a nd may never go. On the other hand, a
'mop' Is an everyday cleaning instrument, in Australia anyway, which I felt Inclined
to include, but the Dutch don·t know the implement. The dictionary will tell you that
a 'mop' is a
stokdweil,
but that is not exactly what we cali a 'mop'. When waShing
floors the Dutch simply use a
dweil
(floor-Cloth) which is something which I for one
do not possess or have ever used. Most Dutch people would probably translate
'sandwich' with
boterham
but a Dutch
boterhom
consists of only one slice of bread,
which, what is more, is usually eaten with a knife and fork . Ten Bruggencate's
dictionary renders sandwich as follows:
twee sneetjes broodmet iets ertussen;l
thus
the word sandwich wi!! not be found in my corpus. Such problems are of course to
be
expected when attempting to equate one culture with another.
Deciding which Dutch words to include wos actually only holf the problem; now
they should be translated turned out to be no mean task. As this book will be
marketed throughout the English-speaking world, it was often difficult, even
impossible, to decide which English translation would be universally acceptable.
Zwembroek,
for example, would be translated differently even from state to state
within the Commonwealth of Australia, so it was impossible for me to know exactly
what one says In Britain and America, and even had I known this, space would not
have permitted all alternatives. I thus opted for a neutral descriptive translation,
swimming trunks, although I would not personally ever use that expression . In such
instances the reader will simply have to substitute the word most commonly used
where he or she is living. I have certainly always done my best to avoid peculiarly
Australian expressions where I was aware that our use of English differs from
overseas e.g.
snoepje
-
sweet, piece of candy, whereas in Australia one would
soy 'lolly' . I am reasonably confident that my translations will be generally
acceptable to Britishers, but mv li mited knowledge of American English has
undoubtedly led to some expressions sounoing unfamiliar to inhabitants of that
continent. I have, however, kept American usage in mind wherever possible
e.g.
kroan
-
tap, faucet.
On occasions I also had great difficulty in deciding whether an EngliSh compound
noun should be wri11en as one word, two words or hyphenated, a problem that
does not often arise in Dutch. In my defence, should anyone disagree with my
decisions, I Quote Fowler, generally regarded as
the
authority among speakers of
British English: '.. . its (Le. use of hyphens) infinite variety defies description. No twa
d ictionaries and no
two
sets of style rules would be found to give conSistently the
same advice'.2
4
In cases where it is not immediately obvious where the stress falls on a word, the
syllable to be stressed Is printed in bold type. I have not for instance indicated stress
In a word like
begrijpen,
but I have in
hengelen, g itaar
and
p a spoort,
because,
although those words do not have on irregular stress like
stadhu/s
and
burgemeester,
they are nevertheless words which the non-native-speaker may be
inclined to stress incorrectly. The stress in verbs such as
ultdrukken
is always given,
thereby indicating that they are separable.
The symbol ' indicates a strong or irregular verb. It would have been unwieldy to
give the principal ports of all irregular verbs
and
to indicate whether they
toke
hebben, zijn
or both in the perfect tense. Such information can usually be quite
easily gleaned from dictionaries and grammars.
Where more than one translation of a Dutch word is g iven. a
comma
is used to
separate synonyms. Wherever a semi-colon is used. however,
what
follows is
on
alternative meaning of that Dutch word e.g. p aprika-pepper, capsicum;
paprika.
In conclusion, a word about the illustrations. They
are
intended first and foremost
simply to liven up the pages of this book. Such
a
book can easily become tedious to
learn from - after all, vocabulary learning is hard work, but the sight of
on
amusing
sketch with a relevant sub-title is psychologically relieving and at the same time the
expressions being illustrated
are all
the more likely to stay in the student's mind. AU
the captions which accompany the illustrations attempt to illustrate an important
point of
grammar
or particular Idiom in addition to using in context some of
the words given on the page. Translations of the Dutch captions are given on
page
6 .
1 Bruggencote. K ten.
Engels Woordenboek,
Wolters-Noordhoff. Groningen, 1973.
2 Fowler, H.W . A
Oictionary of Modem English Usage.
Clarendon Press, Oxford. 1965
(p.255) .
ACKNOWLEDGEMENTS
My thanks are due In the first instance to Peter Dodds of Melbourne for supplying me
with the many charming drawings that will, I hope, help endear this li ttle book to all
who use It . In addition I would like to thank Rolph Martens of Melbourne for his
careful scru tiny of the English translations as well as Paul van derPlank of leiden and
Anita van Leeuwen of Utrecht for the assistance they offered in ensuring that the
corpus of Dutch words is current and correct.
Bruce Donaldson
ABBREVIATIONS
(adj.)
(c.)
( fern.)
(fig.)
(Intr.)
(li t .)
(masc.)
adjective
common gender noun
feminine, female
figurative
intransitive verb
literally
masculine
(n.)
(pl.)
(pron.)
(s.o.)
(s.t.)
(tr.)
neuter noun
plural
pronounced
someone
something
transitive verb
5
1
1
i
,
I
TRANSLATIONS OF CAPTIONS
Numbers refer to
the
first section 01
the
page.
130 A deserted island with coconut palms
133 The stream meanders through the
country-side
136 There's a thunder-storm
139
A
rainbow has just appeared
142 The doctor is examining a patient
145 The priest has caught a cold
148 One can change foreign curencies at
this bonk
151 He put a coin in his money-box
154
This piOUS monk is praying
157 The Christmas tree haS been nicely
decorated
160
Tulips bloom in spring
163 These three indoor plants are on the
w indow sill
166 A wreath for a dead person
169 The Easter Bunny carries his eggs in a
basket
172
He's crying because he has foiled on
exam
175 The teacher is writing something on the
board
178 The professor is somew hat absent-
minded
181 The Greek alphabet
is
very difficult, isn't
it?
184 This Jew speaks Hebrew and lives in
Israel
187 The typist can type very well
190 On this shelf are two copies o f the same
bOOk
193 The king is the Mod of state
196 The politician is g iving a speech
199 He's driving much toa fast
202 A brand new racing cor
205 This boy is hitch-hiking
208 The train is about to cross the bridge
211 The cow is grazing in the meadow
214 The wheat must be harvested now
217 The thief has been caught red-handed
and is being arrested
220 A pleasant lillie square with a monu-
ment
223 A nice little shopping street
226 A well-known Itatian chef
229 A tremendously tall building
232 He IS in the a rmy
235 A bomb has exploded here
238 He's learnt to swim well
2.:11 This lady has been waiting for the bus for
Quite a while
244 The chil d has sat down on its potty
247 This nice mill is situated behind a high
dyke
250 Kees is terrib ly proud of his new kennel
253 This lad has been awfully naughty
256 Belween the trees you'll find some
mushrooms
259 The post-office is on the square
opposite the bank
262 The puppy runs outside
265 She weighs much 100 much
,
!
i
1 A rolled-up sleeve
4 The Scots wear such a skirt
7 Formers wear clogs
10 A small chest full of fabulous jewels
13 The woiter is serving a customer
16 Somebody who sells used cars
19 This old couple hove been marr ied for
forty-two years
22 A very old man with a walking sl ick in his
hond
25 The toddler is crowling on the tloor
28 The two young people are very mUCh in
love with each other
31 The kiddies have finally fallen asleep
34 This labourer hos a hoiry chest
37 He has a blister on his heel
40 English judges always wear wigs
43 lOOk whOI you con do with chewing
g,m
46 The cake tastes really delicious
4Q He's hoving a sip of apple juice
52 He's full ; he's eaten too many vege-
tables
55 A caterpillar feels at home in a pear
58 Please give me real coffee, not instant
coffee
61 Delicious cheese from Sw itzerland
6A A
slice of bread w ith raspberry jom on
it
67 This box of confectionery has been
opened by someone
70 This little mouse has eaten and has then
gone to sleep in the corner
73 The cat has just g iven birth , she has only
three kittens
76 The roosler crows
01
live o'clock every
morning: cock-a-doodle-doo
79 Snails like green leaves
82 Pearls are found in oyslers
85 He is in the attiC
88 The curtains are still closed
91 There is now
0
p icture on the wall
94 Here is on old fashioned bath tub w ith
hot water in it
97 The housewif e has just vacuumed
100 The kettle is boiling
103 She's putting something in the fridge
106 The lable has been set
109 That tree was unfortunately chopped
down
112 This television isn't working any more
115 Boy, how well she can sing
118 This sock has already been darned a
few times
121 He likes the smell Of Ihat man's cigar
124 The photographer is taking a photo of
this couple
127 The passport must be stamped by the
customs officer
I
6
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