German modal particles (Abtönungspartikeln, Modalpartikeln) present a special challenge for learners of German as a second or foreign language because their meaning is difficult to describe in non-technical terms, but also because many learners’ first languages lack direct equivalents. While Dutch is in a privileged position in this respect due to its relative wealth of modal particles, Dutch-speaking learners of other languages are often unaware of the particles and their functions even in Dutch. The present paper shows how an awareness of modal particles can be raised in Dutch-speaking learners of other modern languages from a contrastive perspective, thus contributing to a more adequate use of such particles by the learners in German.

Keywords: modal particles, German, Dutch, teaching, noticing