bluuebunny/crossref_metadata_2025 huggingface dataset:
Determiner Phrase In Atlantic Creoles
Authors: Bobvleva E.
Published: March 2014

This paper proposes a comparative analvsis of DP in three Atlantic Creoles, Sranan, Jamaican and Haitian, and their substrates and superstrates. It investigates whether DPs in Creoles point to the role of substrate/superstate influence or UG in creolization. Different theories of creole genesis have proposed each of these factors as the sole factor underlying creolization.
It appears that creole DPs possess hybrid properties combining substrate and superstrate features in diverse ways. The combinations are only restricted by UG. Based on this, the paper argues against the suggested extraordinary homogeneity of the factors underlying creolization and the assumption of creole exceptionality. It suggests that emerging Creoles were affected by the same forces as 'normal' L2 varieties, i.e. the linguistic environment (substrate/Ll and superstrate/TL) and UG. Given that, comparative creole studies can provide interesting implications for SLA studies. In particular, they can shed more light on the mechanisms of L1 transfer and its interaction with TL.
Medische Communicatie in Onderzoek en Onderwijs
Authors: Harmsen J.A.M. , Hulsman R.L. , Meeuwesen Ludwien
Published: March 2014

While there is a long tradition of conducting research on medical communication, one may question in what way practicing physicians and courses for medical students will profit from it. The first part of our paper presents a short overview of 40 years of research, focusing on concepts of patient-centered care and shared decision-making. Pros and cons two co-existing traditions, process analysis and micro-analysis, are described. The second part of the paper presents the development of cognitive scripts in communication skills training in medical education. The differences between perspectives angles and educational perspectives are elaborated on. The third part of the paper describes the method and effects of the practical learning of new scripts for patient centeredness in the case of non-Western immigrant patients. Although education in communication skills definitely profits from research, daily practice seems to be much more complex, not in the least because of cultural differences.
Vraagontwijking Van Manlijke en Vrouwelijke Politici en Niet-politici
Authors: Huls Erica
Published: March 2014

News interviews play an important role in the way the formation of opinions. The details of this type of interaction have been studied quite recently by a number of scholars. In this study observational categories for evasive conversational behaviour, as proposed by these researchers, are applied to interviewees differing in gender and political activity. Its main question is: do interviewees of different gender and political commitment differ in their evasive reactions to questions? The data consist of 32 10-minute clips from interviews broadcast on Dutch TV or radio in 2003, 2004 and 2005. In the analysis, four different types of evasion were distinguished:
1 Evasion by changing the discourse roles. Interviewees can avoid answering questions by adopting behaviour typical of the interviewer role, such as posing counter questions, listening actively instead of speaking, or changing the agenda of the interview.
2 Evasion by playing with the rules for turn taking, for example, by interrupting the interviewer.
3 Evasion by couching the answer in avoiding terms or by being polite and indirect.
4 Evasion by questioning the question (its relevance, appropriateness or formulation), questioning a presupposition or giving a non-answer.
Not surprisingly, the results show that politicians are more evasive than non-politicians. Less predictably, however, they also show that males are more evasive than females. The effect of gender is not as strong as that of political activity. When comparing male and female politicians, it turns out that both groups are often evasive, but make use of different means. Female non-politicians use evasions remarkably infrequently.
Werken Met de 'Discursieve Actie Methode'
Authors: Lamerichs Joyce , te Molder Hedwig , Koelen Μ.Α.
Published: March 2014

This article describes a method that aims to stimulate adolescents to become critically aware of the social practices accomplished through talk. A key feature of the method is that adolescents are invited to analyse their own conversation materials to accomplish this goal. We will explain how central concepts in the analytical framework employed in discursive psychology are translated into an approach consisting of five stages. Each stage is accompanied by a number of key questions, which constitute the method's backbone. We refer to this approach as the Discursive Action Method. We want to show how this method stimulates youngsters to critically reflect on everyday talk while maintaining a safe position (as 'distant observers'). We stress the importance of inviting youngsters to examine specific interactional features of their talk themselves, as an important 'active ingredient' of this method.
E-learning op Maat
Authors: Hootsen Geke , van der Werf Rintse , Vermeer Anne
Published: March 2014

The present study explored the effect of reading texts in an electronic learning environment for 46 adult second language learners of Dutch with different proficiency levels. The reading materials were selected dynamically, based on the "fit" between the vocabulary proficiency of individual students and the relative difficulty of the texts. Text difficulty was determined on the basis of the relative proportion of words unknown to the learner (lemma coverage). The texts were analyzed, selected and presented online, accompanied by a personalized electronic dictionary with words that were assumed to be unknown to the reader. The vocabulary learned implicitly while reading was measured in a pretest - treatment - posttest design. The learners read three texts, with lemma coverages of 92%, 90% and 85%, respectively. The relation between dictionary use and word retention was also examined.
The study revealed an average word-learning improvement of 32,5%, with no differences between texts with a 92%, 90% or 85% lemma coverage. With respect to dictionary use, the learners looked up an average of 8.0 words. Two-thirds of these words were known to them; they looked up only one-third of the unknown words. We found there was a relation between dictionary use and the retention of unknown words. We concluded that the method we propose for an automated adaptive selection of reading texts and individualized dictionaries ensures that learners of different proficiency levels receive linguistic input that is best suited to their abilities.
Last in First Out?
Authors: Keijzer Merel
Published: March 2014

This paper examines whether the order in which Dutch emigrants in the English-speaking part of Canada lose their first language is the reverse of that in which Dutch-speaking children first acquire their mother tongue. This idea, captured in the regression hypothesis, has not been extensively tested so far. Through an experimental research design, the study shows that regression does obtain in the case of morphology, but that syntax is more dominated by second language influence from English. The results furthermore indicate that regression is a much more subtle phenomenon than has previously been assumed with attriters showing more parallels with advanced L1 acquirers than with children in the initial stages of their linguistic development.
'Wordt Er hier Nog Nederlands Gespreekt?'
Authors: Vosters Rik
Published: March 2014

This study investigates the phenomenon of weakening or regularization in Dutch verb morphology synchronically: how often do forms such as kiesde 'choosed' or graafde 'digged' occur, how acceptable are they, and what factors influence the production of weakified rather than strong forms? Based on production and acceptability tasks in a sample of 240 Dutch and Flemish informants, the observations of weakification will be outlined in detail, with particular reference to geographical variation and to various aspects of the 'past tense debate' (Pinker, 1998).
Dyslexie en Het Elektronisch Woordenboek
Authors: Kruythoff-Broekman Astrid
Published: March 2014

This study focuses on the use of electronic dictionaries by students with dyslexia. As opposed to what is known about paper dictionaries, the electronic dictionary used in this study was frequently consulted during the reading of a digital text in a foreign language. Students with dyslexia were also able to utilize this resource. They searched for high-frequency words significantly more than non-dyslexic students with the same vocabulary. Because the electronic dictionary was easy to manage, some students used it as a reading machine. Students with dyslexia and non-dyslexic students spent the same amount of time reading a digital text. The range of the reading vocabulary of the students, in contrast to the dyslexia factor, appeared to influence the reading tempo and word retention. To stress upon vocabulary growth appears to be an important goal in the intervention of reading problems.
Nederlandse Sociolinguistiek
Authors: Sturm Jan , van Tuyl Hans
Published: March 2014

The important changes that were expected as a result of developments in sociolinguistics both in teaching in general and in teaching the vernacular did not occur. Neither was curriculum development as an instrument to bring about these changes really affected by the momentous change in linguistics of that period and after.
One of the possible reasons may well be the lack of communication between sociolinguists and the makers of curricula. This article is meant to start the dialogue. It brings to the fore the gap between the results of sociolinguistic research and the perception teachers have of the problems investigated. In it the proposition is made to change the usual research design to such an extent as to create a situation in which the workers in education are more directly involved in formulating the problems.
Toepassingsgericht Onderzoek Van Het Onderwijs in Een Diglossiesituatie
Authors: van den Hoogen J. , Kuijper H.
Published: March 2014

Kerkrade is a Dutch town, near the border of Germany, where a dialect is spoken that is rather different from the standard language and has much in common with German. The linguistic situation can be described as a diglossia-situation.
From 1973 to 1978 an integrated sociolinguistic and educational research project has been carried out to find out what kind of problems predominant-ly dialect speaking children experience in primary education as a result of their language background. From a sociolinguistic viewpoint this study was based upon the difference conception. Methodologically educational re-sults were treated as a variable dependent not only on characteristics of the children (such as language background and social background) but also on educational features (such as verbal interaction in the classroom). A broad conception of educational results was used that concerned not only cognitive achievement of the children, repeating classes, teacher advice for further education, but also features such as language attitudes, linguistic insecurity, fear of failure, etc.
From the results of this study 3 areas could be derived that need special attention to improve primary education for dialect speaking children.
1. Verbal interaction in the classroom needs to be reorganized in such a way that dialect speaking children can feel more comfortable at school. To achieve this standard language must no longer be seen as the only acceptable way of speaking at school. A "natural" choice should be made between both language varieties the children can speak, dependent on the age of the children, the subject of conversation or instruction and some situational aspects of conversation. A major condition for the success of such a variable structure of communication seems to be mutual willing-ness to accept each others language behavior.
2. Since standard Dutch is the target language for all children and most dialect speaking children are less able to use that language in a grammatically correct and communicatively acceptable way, more systematic attention should be paid to the specific problems of these children.
3. Perhaps the most important and certainly the most complex area is that of the attitudes of both dialect and standard language speaking children and teachers towards language behavior and language users. Since May 1979 teachers, parente and institutions for linguistic and educational research, curriculum development and pedagogical assistance have worked together to find an adequate approach for the problems in these three areas.
In this paper first a brief summary is given of the guiding principles, the goals and some of the major results of the study carried out between 1973 and 1978. The second part concerns the "innovation-phase", that started in 1979 and goes on until May 1981. An exposition is given of how in educational practice innovatory activities are planned and carried out, what our first experiences are and in what way research can contribute to all this.
Sociolinguïstiek in de Onderwijspraktijk een Discussiebijdrage met een Praktische Suggestie
Authors: Kroon Sjaak
Published: March 2014

This paper suggests that the orientation of sociolinguistics is becoming less practical.
The initially practical orientation of sociolinguistics, which was almost programmatic in nature, gave rise, notably among teachers, to certain expectations concerning the educational relevance and practical utility of sociolinguistic insights and sociolinguistic research. These expecta-tions are not in accordance with the fact that sociolinguistics is increasingly developing into a descriptive discipline which has hardly any educational significance. As a consequence sociolinguistics often keeps itself apart from education.
We try to explain this state of affairs, considering social developments and the related development of sociolinguistics as a discipline. Finally we consider the possible contribution of sociolinguistics towards educational practice in general. More specifically we describe a series of lessons which has been developed on the basis of sociolinguistic insights. These lessons have been tried out in the classroom.
De Friese Meertaligheid Sociolinguistisch Onderzocht
Authors: Gorter Durk
Published: March 2014

A sketch is given of the Frisian language situation. It is estimated that roughly 6/10 of the population have Frisian as the language of the home, 3/10 Dutch and 1/10 a regional dialect.
Recent developments in Frisian society have led to a weaker situation for Frisian. A number of factors are mentioned: industrialization, mobility, education, media and changing social norms. A problem is whether the direction of these forces can be changed. Most promising is the language policy of the provincial administration. The national government does not have a consistent language-policy. Perhaps some positive influence may be gained from European level policies.
After these introductory comments research-projects are discussed which have empirically investigated (some aspect of) the language situation. In all 60 small and large, well-known and less known projects are catego-rized on the basis of different characteristics: - language in which reported
- period in which done; - main topic (with further specifications);
- reasons to do such projects.
The next section gives an outline of somewhat larger and generally more scientifically based projects, which are being done at the moment. These are: - a survey of language use in special education;
- an investigation of goals for Frisian in primary schools;
- a study of the social factors in certain phonological changes;
- an empirical investigation of interference;
- a plan to study language differences as an interview-effect;
- a large scale population survey trying to answer the (well-known) question: "Who speaks what language to whom and why?".
The final conclusion is that more research can and needs to be done.
Taalgebruik op de Markt
Authors: van den Berg M.E.
Published: March 2014

Modern standard Chinese (MSC) was introduced in Taiwan after the second world war in 1945, when the island once more became part of the Chinese political system. In 1956 the population consisted for 74 per cent of Minnan and for 13 per cent of Hakka. Both are immigrant groups from the Chinese mainland, who have come to Taiwan since the seventeenth century, and speak mutually unintelligible Chinese dialects. The remaining part of the population was formed by Chinese who came to Taiwan after 1945.
In order to be able to determine the extent to which MSC has spread in the society unobtrusive observations of language use were made in five markets in Taipei city. Markets in Taiwan are the main channels for the supply of fresh vegetables, fruits, fish and meat, and for that reason considered as suitable places for the study of language spread.
The instrument used was a modified version of that developed by Cooper and Carpenter (1976) and by Rosenbaum ä. . (1977). Apart from time, market, enumerator and commodity, the observation categories were interaction type (business transaction, touting, conversation), role of participants in the speech act (salesperson, customer), their age and sex and the language(s) they used for the interaction.
MSC is used by both participants roughly equally for business transactions. The salespeople accommodate their language use to that of the customers. As to touting, this tendency is furthermore reflected by a relatively high proportion of MSC in the utterances of the salespeople. Among the customers males use relatively more MSC than females. The same is true for the oldest age group of both sexes. In the older city districts relatively less MSC is used than in the newer districts.
Stadsdialect en Streekdialect
Authors: Florijn A.F.
Published: March 2014

In this paper an outline is given of an investigation of language attitudes. In a matched guise experiment rural (Westfrisian) and urban (Amsterdam) subjects were confronted with rural and urban accented speech and had to give judgments on the factors 'competence/ambitiousness', 'personal integrity', 'social attractiveness' and 'toughness'. The purpose of the study was 1. to collect data comparable with similar research in other countries; 2. to explore the feasibility of a unifying approach to the two types of language differentiation: regional and social. In the tentative conclusions below, reference is made to the following treatments:
(i) rural subjects give judgments of urban speakers; (ii) urban subjects give judgments of rural speakers; (iii) urban subjects give judgments of urban speakers; (iv) rural subjects give judgments of rural speakers.
It appears that accented speakers are always stigmatized as less competent, but urban speakers more so than rural ones. For urban judges, personal integrity is associated with standard speech. For rural judges, this is not the case. Social attractiveness is associated with accented speech, but this effect is mitigated under treatment (iv) - in this case the origin of the speaker is more important than his speech variety. Toughness is associated with accented speech, but under treatment (ii) the effect is not great: rural speakers are considered less tough by urban judges, even when they use substandard language. Note that rural people do not consider themselves to be less tough (treatment iv).
Language is an important means whereby groups of people differentiate themselves from other groups. The importance of this instrument will increase when other differentiators are not readily available, due, i.a., to the complexity and diffuseness of the social environment. The opposition between regional and social language differentiation is not a useful one. Both urban and regional dialects are social dialects. Both kinds of varieties carry the same value for their speakers: 'I belong to this group'. Both are determined by the same factors; the difference lies in the different weights of each factor: the ways in which the groups are formed.
Humane Taal en Afstandelijkheidscodes
Authors: Ruessink Henk
Published: March 2014

After a selection from the remarks made by students about their preferen-ces towards writing in the I-mode, the YOU-mode or the ONE-mode, I propose two hypotheses:
1. There is a certain connection between the degree of self-experience and self-responsibility (primary existence) and the choice to speak or write in the I-, YOU- or ΟΝΕ-mode, but apparently it also holds that the choice of one of those modes restricts or elaborates the space a person has to express himself.
More generally stated:
There is a certain interaction between the way of existence of a speaker or writer and the way of self-denomination in his utterances.
2. There is a certain connection between the degree to which a speaker or writer
a) has knowledge about himself and wants to be responsible for his feelings, thoughts and acts;
b) guards or unveils his intimacy towards a hearer or reader;
c) wants to be involved in or responsible for a process or activity outside his body;
and the way he denominates himself or the outside process or activity in his utterances.
I give some examples of ways of linguistic alienation, and propose an arrangement of the degrees of alienation in the same way as is done in language for local distances:
HERE THERE YONDER SOMEWHERE NOWHERE
I I, as a.. YOU ONE NONE
(self) (increasing self-separation) (self-ignoring) (self-eliminating)
I expect that children with a very sensitive linguistic intuition, draw conclusions about the reliability of adults from the way they use alienation codes; that human beings are or become strangers to one another, or are more attached as friends and lovers by using alienation codes or direct human language; that relational, social and economic victims advertise themselves as potential victims by the way they use alienation codes and do not recognize their potential oppressors by the way they use alienation codes.
The main field of linguistic study as human linguistics lies in making clear what the differences are between direct human language and alienation codes.
Ideologie en Interaktie-Analyse
Authors: Hartveldt D.
Published: March 2014

In a functional theory it is always important to state within what framework something is said to be functioning.
In this paper interaction-analysis is approached from a functional point of view, and thus the above statement is applicable.
A sketch is given of the possible frameworks (levels) within which inter-action can be shown to be functioning. They are respectively, from the deepest to the most superficial level: the ideological level, the level of the speech-event, split into the two subleveis of organisation and content, and the level of the actual utterances and turns at these. The deeper levels pervade the more superficial levels, so that interactional elements can be shown to function within all these levels at the same time. E.g. in the conditions on speech-acts (which are functions of utte-rances) we find various notions pertaining to the ideology of the concerning community, especially those which point to the rights and obligations of the speakers and hearers, dependent on their (possible) roles, status etc. Examples are given of interaction in which norms and values play a signi-ficant role, norms regarding what is and what is not a speech-event, what is and what is not appropriate behaviour during dinner, what is a fitting subject to discuss in a waiting-room and what is not, etc. Throughout the suggestion is made that a proper analysis of discourse can only be given if all functional levels are paid attention to. At the same time it is maintained that a proper analysis of society cannot be achieved without the analysis of actual human interaction.
The Perception Of Modal Particles In Dutch As a Second Language
Authors: Caspers Johanneke , van der Wouden Ton
Published: March 2014

Dutch is a language with numerous modal particles, such as zeker in "Jij bent zeker Jan?" (Tou must be Jan'). The colouring that these unaccented modal particles add to the utterance is very hard to describe. The prediction that the acquisition of modal particles is difficult for learners of Dutch as a second language (DSL-speakers) has been tested in a perception experiment, contrasting unaccented modal particles and their accented - adverbial - counterparts. The results reveal that the group of DSL-speakers indeed have problems selecting the best fitting stimulus (on average 43% incorrect responses) in comparison to the native controls. We are inclined to interpret the results of our experiment to imply that Dutch particles and their interaction with prosody merit more attention in didactic materials aimed at DSL-speakers.
Van Uitspraakonderzoek Naar Uitspraakonderwijs
Authors: Rasier Laurent
Published: March 2014

The study of pronunciation (especially prosody) has often been marginalized within the field of applied linguistics. As a result, teachers are often left to rely on their own intuitions and/or tend to neglect pronunciation in their teaching practice. This article shows that applied linguistic research on interlanguage phonology and foreign accent has much to offer to second/foreign language teachers in terms of helping them to set learning goals, identifying appropriate pedagogical priorities for the classroom, and determining the most effective approaches to teaching. After a brief review of the literature on the acquisition of L2 pronunciation, these issues are discussed within a framework in which mutual intelligibility is the primary concern. Finally, we emphasise the need for more collaboration between researchers and practitioners, so that more classroom-relevant research on pronunciation learning and teaching will be conducted in the future.
Exploring The Complexity Of Classroom Tasks For Language Learning
Authors: Van den Branden Kris
Published: March 2014

In task-based language teaching (TBLT), defining and manipulating the complexity of language tasks has been claimed to be of crucial importance, in view of sequencing tasks in a task-based syllabus, manipulating tasks to meet specific learners' needs, and assessing language learners' current level of language proficiency. The theoretical literature and empirical research on task complexity has recendy expanded, but much of this work fails to take into account the multiple dimensions that affect task complexity. For one, in authentic, truly functional task performance, key features of the social setting in which tasks are performed, and interlocutor-dependent variables (such as their shared knowledge and experiences) influence actual task complexity. Since in real life interlocutors reinterpret tasks to suit their own needs, motivations and purposes, and dynamically tune the complexity of their performance to the ongoing conversation and negotiation process, predictions about task complexity cannot be as accurate as some applied linguists claim they should be.
Online Kranten, Een Model Van De (Tweede-)Taalleerder En Het Genereren Van Adaptief Lesmateriaal
Authors: van der Werf Rintse , Vermeer Anne
Published: March 2014

This article explores the question whether or not a user model with an automated adaptive selection of online generated and enriched reading texts from newspapers ensures that readers of different vocabulary levels receive linguistic input that is best suited to their abilities and preferences. In a simulation study, 30 'readers' with a vocabulary size varying from 500 to 15,000 lemmas received three texts aimed at 88% text coverage (relative proportion of lemmas known to the reader) for ten days, to make sure that they understood the texts and could learn new words from them. All texts and words encountered were logged (usage data) to build up a dynamic user model. The study revealed that except for the two lower vocabulary levels (knowledge of 500 and 1000 lemmas) all texts had sufficient text coverage. After 20-25 texts, the number of words encountered for the first time in each text was about 4 to 6% (dependent on low or high vocabulary level), and not yet stable. The number of words learned after 30 texts - two to five words - was quite low. More research with far more texts is needed to find a stable pattern in the number of words learned while reading online newspapers.
Het Effect Van Correctieve Feedback Op Schrijfproducten Van Vmbo-T Leerlingen
Authors: van Beuningen C.G. , de Jong N.H. , Kuiken Folkert
Published: March 2014

The question if second language learners can benefit from corrective feedback has been a fiercely debated topic in the academic field for over a decade. Until now, research outcomes cannot settle this discussion since only short-term effectiveness of corrective feedback could be demonstrated. Due to methodological shortcomings, results from studies that investigated long-term effects of error correction on accuracy improvement are inconclusive. By trying to overcome some of these design related drawbacks, the present study intends to make a contribution to the ongoing error correction debate. The effectiveness of direct and indirect corrective feedback was compared to the effect of two control treatments: a treatment that offered students an extra opportunity to practice their writing skills, and a treatment in which students self-corrected their errors without any available feedback. Results show that corrective feedback can be effective in improving students' accuracy.
Second Language Learning and the External Context
Authors: Schoonjans Els , Schoonheere Ellen , Welcomme Aurélie , Janssens Sonja
Published: March 2014

SLA is as much a product of learner-internal as of contextual, learner-external factors but the latter have been relatively underinvestigated in mainstream SLA research. This research focuses on German-speaking pupils learning English in four different educational contexts (n=4x26), representing four discrete points on the traditional foreign language - second language context continuum: a regular German school near Munich (Germany), the European School (ES) in Munich, the ES in Brussels (Belgium), and the ES in Culham (UK). Two dependent variables have been studied: global L2 proficiency and L2 social-psychological dispositions.
The study reveals significant differences in global L2 proficiency amongst the four contexts. The results suggest that a high functional importance of the target language in the learning environment stimulates L2 proficiency development. In terms of social-psychological dispositions, no important differences were found amongst the four contexts; pupils in all four contexts demonstrate positive attitudes towards (learning) English and are highly motivated.
Early Finiteness in German and Dutch Child Language
Authors: Winkler S.
Published: March 2014

The present paper deals with the acquisition of finiteness in German and Dutch child language. More specifically, it discusses the assumption of fundamental similarities in the development of the finiteness category in German and Dutch L1 as postulated by Dimroth et al. (2003). A comparison of German and Dutch child corpus data will show that Dimroth et al.'s assumption can be maintained as far as the overall development of the finiteness category is concerned. At a more fine-grained level, however, German and Dutch children exhibit different linguistic behaviour. This concerns in particular the means for the expression of early finiteness and the status of the auxiliary hebben/haben 'to have'. The observed differences can be explained as the result of target language specific properties of the input.
Gesture Placement by Germans in Descriptions of Motion Events
Authors: van Berkel-van Hoof Lian
Published: March 2014

Based on how different languages verbalise motion events they can be divided into two main categories: satellite-framed (e.g., English) and verb-framed languages (e.g., Spanish) (Talmy, 1985; Slobin, 2004). This typology reflects the speakers' way of thinking-for-speaking (Slobin, 1996; 2004). According to, for example, McNeill & Duncan (2000), gestures are also part of thinking-for-speaking. This is reflected by the constituents with which gestures coincide. However, previous research (Van Hoof, 2000; Vrinzen, 2003; Boot 2003) suggests that even two satellite-framed languages can differ in their gesture placement. The English participants tended to place their gestures on the verb (expected of verb-framed languages). The Dutch displayed no consistent pattern across the three studies. This study investigates German. Results suggest that Germans tend to place their gestures on the satellite (expected of satellite-framed languages). Together, these four studies indicate that a categorisation based on speech cannot necessarily be applied to gestures.
De Ontwikkeling van Schrijfvaardigheid in het Fins als Vreemde Taal
Authors: Spoelman Marianne , Verspoor Marjolijn
Published: March 2014

Within Dynamic Systems Theory (DST), it is assumed that differences in the degree of variability can provide insight into the process of L2 development. This longitudinal case study investigates intra-individual variability in Finnish learner language, focusing on the development of accuracy and complexity.
The study involves 54 writing samples, written by a Dutch student who learned Finnish as a foreign language. Finnish, a synthetic language of the agglutinating type, is very different from Indo-European languages and well known for its complex morphology. This complex morphology was investigated for accuracy in form and use. Word-, Noun Phrase-, clause- and sentence constructions were examined for complexity. The purpose of the study was to explain the fluctuations of intra-individual variability and complex relations between variables and to detect both supportive and competitive relationships between growers in order to provide valuable insights into the dynamic processes involved in L2 development.
Vragen Stellen In Het Frans
Authors: de Wit Petra , Doetjes Jenny , Gryllia Stella
Published: March 2014

The paper reports the results of a pilot experiment carried out by De Wit (2008), investigating the acquisition of French wh-questions by Dutch L2-learners. The results of the experiment (an elicited production task) offer strong evidence for positive and negative transfer. Interestingly, however, the data also suggest the existence of interlanguage grammars that make use of positive transfer, while filtering out the effects of negative transfer.
Alfabetisering In Oost-Timor
Authors: Boon Danielle
Published: March 2014

Almost 50% of the adults in Timor-Leste are illiterate. With Portuguese and Tetum as official languages, fifteen regional languages recognized, and English and Bahasa Indonesia accepted as working languages, adult literacy education takes place in a multilingual context. Most adult learners are multilingual and learn to read and write in a second language. The NWO-WOTRO funded research project 'Becoming a Nation of Readers' investigates adult literacy in Timor-Leste. One study focuses on acquisition and use of literacy in the two official languages. This paper presents first results: a description of currendy provided literacy programmes (different in method, content and length), a profile of teachers (relatively young, low educated, multilingual), participants (two-thirds women, two-thirds without school experience) and learning circumstances (poor). Analysis of aspects of participants' reading and writing ability shows that school experience, age and being able to speak Tetum are important factors, as is teachers' work experience in the adult literacy sector.
Segmentatie Van Gesproken Nederlands En Chinees
Authors: Veldhuis Dorina , Li Jinling , Kurvers Jeanne
Published: March 2014

Words' are often regarded as the basic units of language. Previous studies into metalinguistic and metalexical development have shown, however, that people are only able to segment words from written language if words are salient linguistic units in writing in their mother-tongue. And even then the question can be asked whether it is indeed someone's mother-tongue which affects the ability to segment language into words, or whether literacy and experience with a specific writing system are more influential.
In two experiments, we investigated this influence from literacy and knowledge of a specific writing system on children's word-awareness in Dutch. What is more, we also tested bilingual children's character(zi)-awareness in Chinese. By comparing the results from these experiments, we could conclude that there seems to be some 'graphic relativity', which makes that people segment languages according to the lines given in lay-outs of written texts that they can read and write.
Basisschoolleerkrachten Over Referentieniveaus
Authors: Deunk Marjolein , Doolaard Simone
Published: March 2014

To improve student performance, standards have been introduced in educational policy in the Netherlands and abroad. Performance standards are related to effective educational practices like holding high expectations and using formative assessment, both of which are aspects of diagnostic teaching. An educational policy measure like performance standards will only have an effect when teachers are willing and able to implement it. This study explores primary school teachers' attitudes, concerns and knowledge of performance standards and diagnostic teaching through in-depth interviews (N=9) and a questionnaire survey (N=793). Teachers appear to be relatively unfamiliar with performance standards. Nevertheless, they expect standards will positively influence their daily practice and student performance. They do express concerns about the potential effect of performance standards on weaker students. Teachers fear that the basic level will be too difficult for weaker students and the lowest performance standard will therefore be impossible to reach. Currently, teachers often do not discuss with their colleagues which performance levels they expect from different groups of students. Performance standards may stimulate these discussions on learning goals.
The Acquisition of the Simple Past Tense by First-form Pupils in an English Immersion Programme
Authors: van Hoof Lian
Published: March 2014

Learners of English as a second language frequently make mistakes in their use of the L2. Prévost & White (2000) report that the Missing Surface Inflection Hypothesis (MSIH) suggests that learners know the underlying functional category, but cannot always produce the correct surface form. The present study aims to test this hypothesis by investigating the development of the simple past tense of pupils in bilingual (TTO) and regular secondary education. Therefore, first-form pupils of bilingual and regular Α-level were investigated. The children performed two writing assignments: one at the start of the year and another one four months later (just after the Christmas holidays). The TTO-pupils showed more progress in their acquisition of past tense forms of English as compared to regular Α-level pupils and they were more creative in their language use, as was visible in the mistakes they made. Furthermore, no pupil used only non-finite forms. Thus, the findings indicate that the MSIH appears to be correct.
The Role of Input and Scholastic Aptitude in Second Language Development
Authors: Verspoor Marjolijn , de Bot Kees , Xu Xiaoyan
Published: March 2014

This semi-longitudinal/cross-sectional study explores the role of two possible variables in the L2 development of Dutch high school students: scholastic aptitude (operationalized as CITO score) and the amount of input, both in school (two hours a week versus 15 hours a week) and out of school. First grade participants were followed for two years and third grade students for one year. At the beginning of the study, all students filled in an extensive questionnaire on motivation, attitude, and out-of-school contact and took a proficiency tests consisting of a receptive vocabulary and a productive writing task. At each subsequent measure point, the language proficiency test was repeated. The results show that out-of-school contact with English made a significant contribution to their English proficiency, even with the presence of predictors of CITO score, grade (1 or 3) , instructional group (2 versus 15 hours) and interaction between grade and group. The analysis also revealed a significant effect of aptitude (operationalized as CITO score) on the learners' general English proficiency, revealing that students in both conditions with a higher CITO score have a higher English proficiency level as well. We conclude that in-school input helps: the learners who receive 15 hours a week of English input score significantly higher on the writing scores than the two other groups during and at the end of the third year, even when we take other factors such as initial proficiency level, scholastic aptitude and out-of-school contact into consideration. The data also shows that the CITO score is a strong predictor of language development, even within the narrow bandwidth of about 540-550. However, we need to be careful in interpreting what this means. Perhaps general aptitude only affects the rate of acquisition rather than the ability to become very proficient.
Tweetalige Ontwikkeling en Tweetalig Onderwijs
Authors: de Graaff Rick , Unsworth Sharon , ter Schure Sophie
Published: March 2014

The topic of bilingualism in education continues to generate much debate. Issues under discussion include for example how best to support the Dutch language development of multilingual children and how to successfully implement bilingual secondary education and early foreign language instruction. This paper reports upon the symposium Bilingual Acquisition and Bilingual Education which brought together key players in this debate from the fields of research, policy and teaching practice to exchange ideas and insights with a view to formulating recommendations for future policy on multilingualism as well as generating new research questions. In the morning session, the discussion concerned recent results from research on multilingual acquisition and education in a variety of contexts, and in the afternoon session, the focus lay on issues concerning policy and teaching practice. This report consists of a summary of the main issues discussed there and ends with a list of points for future attention.
Plat Nederlands Is Slecht Engels
Authors: Koet A.
Published: March 2014

It is sometimes said that those who do not speak their native language with the standard accent will also experience difficulties in acquiring the pronunciation of a foreign language. It would not be easy to demonstrate that this general statement is correct. Data collected from first year students of English at d'Witte Leli in Amsterdam seem to indicate that those students whose pronunciation of Dutch was judged to be closer to ABN were more likely to obtain a good mark for their pronunciation of English.
Enkele Resultaten Van Een Kontrastief Experimenteel Onderzoek Naar Uitspraakgedrag In De Vreemde Taal Voor Het Nederlands En Het Duits
Authors: Dommelen Wim A. van
Published: March 2014

The point of departure for this investigation were some generally accepted impressionistic statements about durational differences in Dutch and German vowels. An acoustic analysis of utterances spoken by various groups of speakers was carried out. Differences between native speakers and second-language learners were manifest to a varying degree. Long training does not guarantee the best approximation to native performance. Furthermore it is apparent that current ideas about vowel duration in the two languages should be modified: the differences are not so great as generally thought. Phonological factors rather than specific durations are relevant. Unlike Dutch, German vowels are considerably longer before voiced than before voiceless medial consonants.
Intonatieve Afwijkingen In Het Engels Van Nederlanders
Authors: Willems N.J.
Published: March 2014

The purpose of the experiments reported on here was to attain an inventory of systematic intonational deviations observed in English utterances produced by native speakers of Dutch. In two production tests acoustic measurements are described of magnitude, slope, duration, direction and position of fundamental frequency contours, produced by native speakers of Dutch and of English on English utterances.
In two perception tests the original capricious fundamental frequency contours (sentence melody) were replaced by experimentally controlled artificial contours, without greatly disturbing the remaining acoustic cues.
In this way the perceptual relevance of the deviations could be tested by means of a subjective evaluation by native speakers of English. Finally two experiments are described which are of an exploratory character, in the latter of which use was made of spectrally rotated speech. The overall data of the experiments allow for the following conclusion:
(a) British English listeners are able to judge the acceptability of resynthesized pitch contours in a very consistent manner.
(b) Deviations which appear to be particularly relevant to the perception of non-nativeness are in order of perceptual importance: Magnitude of the pitch movement, WH-attribute (particular configuration often found on so-called WH-Questions), Direction of the pitch movement, Continuation (complex movement often found before a pause in a speech signal) and occasionally Inclination (slowly rising pitch from Mid to High level).
(c) The perceptual relevance of some deviations appeared to be dependent on the linguistic structure of the utterance, viz. Overshoot (rise at end), Reset (virtual jump from Mid to High).
The ultimate goal of our investigation is to come to an explicit inventory of perceptually relevant deviations. Suc an inventory would be helpful to establish an elementary set of rules concerning English intonation on behalf of Dutch learners of English.
Verstaanbaarheid Van Spraakfragmenten
Authors: van Balen C.W.
Published: March 2014

Speech rate variations often influence scores obtained in tests that aim at establishing a second language learner's listening proficiency. In this study a method will be proposed that may be immune to such variations. This method involves the construction of short speech samples varying in length from one to about ten words. There is evidence from the literature on the intelligibility of such speech fragments that samples of comparable durations are equally intelligible despite differences in speech rate: the sloppy articulation in fast utterances is supposed to be compensated by covering relatively more context.
An account is given of two experiments set up to investigate the value of this claim. Results demonstrate that effects of speech rate variations are negligible for samples with average syllable durations beyond 132 milliseconds.
Further reports are presented on two investigations into de discriminatory power of the testing procedure proposed. Fragments of speech read out in the second language turn out to be less intelligible than samples read out in the mother tongue. The amount of difference between scores under the two language conditions appears to be a function of the listeners' familiarity with the second language. It is concluded that the method put forward meets the essential requirement of discriminating in listening proficiency between mother tongue and second language and between levels of proficiency as well.
Two final experiments were carried out to get more insight into the question of how the fragments might be presented. Voice adaptation effects are shown to play a role in the recognition of speech fragments. It can be inferred that listeners who are first presented with a passage read out by the speaker who pronounces the samples score higher than those who do not get the opportunity to get accustomed to his voice. Consequently it seems sensible to familiarize listeners extensively with the speaker's voice beforehand in order to avoid negative effects of voice adaptation.