bluuebunny/crossref_metadata_2025 huggingface dataset:
Experimental evidence of negative linear compressibility in the MIL-53 metal–organic framework family
Authors: Serra-Crespo Pablo , Dikhtiarenko Alla , Stavitski Eli , Juan-Alcañiz Jana , Kapteijn Freek , Coudert François-Xavier , Gascon Jorge
Published: March 2014

The negative linear compressibility behaviour of the MIL-53 family of materials is experimentally demonstrated.
The effect of branched versus linear alkyl side chains on the bulk heterojunction photovoltaic performance of small molecules containing both benzodithiophene and thienopyrroledione
Authors: Kim Yu Jin , Park Kwang Hun , Ha Jong-jin , Chung Dae Sung , Kim Yun-Hi , Park Chan Eon
Published: March 2014

Compared toBDTO-TTPD,BDTEH-TTPDshowed stronger light absorption and longer-range ordering, which results in higher power conversion efficiency.
Asymmetric organocatalytic synthesis of 4,6-bis(1H-indole-3-yl)-piperidine-2 carboxylates
Authors: Zhong Sabilla , Nieger Martin , Bihlmeier Angela , Shi Min , Bräse Stefan
Published: March 2014

An asymmetric synthesis of novel bisindole-piperidine-amino acid hybrids is reported, leading to products with good yields and excellent ees.
Antibiotic detoxification from synthetic and real effluents using a novel MTAB surfactant-montmorillonite (organoclay) sorbent
Authors: Anggraini Merry , Kurniawan Alfin , Ong Lu Ki , Martin Mario A. , Liu Jhy-Chern , Soetaredjo Felycia E. , Indraswati Nani , Ismadji Suryadi
Published: March 2014

A novel organoclay (MTAB surfactant-montmorillonite) sorbent showed its potential for the removal of amoxicillin and ampicillin antibiotics from synthetic and real effluents.
Formation and dynamics of partially wetting droplets in square microchannels
Authors: Jose Bibin M. , Cubaud Thomas
Published: March 2014

Droplet motion and dynamic wetting transitions are experimentally investigated over a wide range of viscosities and flow rates in square microchannels
Magnetic and pH sensitive drug delivery system through NCA chemistry for tumor targeting
Authors: Wang Jingjing , Gong Chu , Wang Yinong , Wu Guolin
Published: March 2014

Magnetic- and pH- dually sensitive drug delivery system.
New approach to improve the conductivity of apatite-type lanthanum germanate La9.33Ge6O26 as electrolyte for IT-SOFCs
Authors: Yin Guangchao , Yin Hong , Sun Meiling , Zhong Linhong , Zhang Junkai , Cong Ridong , Gao Wei , Cui Qiliang
Published: March 2014

La9.33Ge6O26 pellets synthesized by a molten-salt method exhibit higher conductivity owing to the high density and the avoidance of La2GeO5.
The effect of sodium stannate as the electrolyte additive on the electrochemical performance of the Mg–8Li–1Y electrode in NaCl solution
Authors: Lv Yan-Zhuo , Jin Yan-Zhang , Wang Zhen-Bo , Li Yan-Feng , Wang Li , Cao Dian-Xue
Published: March 2014

The Mg–8Li–1Y electrode as the anode of Mg–H2O2 semi-fuel cells with 0.30 mmol L−1 Na2SnO3 additive displays better electrochemical performance than that without Na2SnO3.
Breaking with Tradition: A Paradigm Shift in Cognitive Rehabilitation
Authors: Politis Adam
Published: March 2014

Dr. Mark Ylvisaker was one of the most innovative and influential thinkers in the field of brain injury rehabilitation. His ideas inspired a generation of professionals to approach the rehabilitation of individuals with brain injury in a more integrative and meaningful manner. Though he has passed, his ideas endure and shape the next generation of clinicians and researchers. This article pays homage to Dr. Ylvisaker by describing one of his most significant contributions, the context-sensitive paradigm of cognitive rehabilitation, and its profound impact on the clinical practice of the author.
Partial relay selection for a roadside‐based two‐way amplify‐and‐forward relaying system in mixed Nakagami‐m and ‘double’ Nakagami‐m fading
Authors: Hu Yun , Li Hongyan , Zhang Chensi , Li Jiandong
Published: March 2014

This study analyses the performance of a roadside two‐way relaying system in which a roadside access point (AP) and a vehicle exchange messages with the aid of amplify‐and‐forward mobile relay (MR) based on partial relay selection. It has been shown that AP‐MR‐vehicle communications may experience severer channel fading than conventional cellular communications. Mixed Nakagami‐m and ‘double’ Nakagami‐m fading is adopted to provide a realistic description of the involved AP‐MR‐vehicle channels. In this scenario, a tight closed‐form lower bound and high signal‐to‐noise ratio approximate expression for the system outage probability are derived. By applying these results, the authors obtain the diversity and the coding gains and the average symbol error rate for the considered system. In particular, the optimum number of relays is provided, providing valuable guidelines for practical system design. It is shown that when the number of relays is greater than the optimum number, no performance gain would be further achieved. The simulation results highlight the authors theoretical analysis.
Electrothermal modelling and characterisation of submicron through‐silicon carbon nanotube bundle vias for three‐dimensional ICs
Authors: Zhao Wen‐Sheng , Sun Lingling , Yin Wen‐Yan , Guo Yong‐Xin
Published: March 2014

A submicron through‐silicon carbon nanotube bundle via (TS‐CNTBV) is characterised based on its equivalent circuit model. As the through‐silicon vias (TSV) dimensions are scaled down to the nanoscale, it is proved that the single‐walled carbon nanotube bundle can provide a better performance and reliability than the conventional metals, whereas the multiwalled carbon nanotube becomes unsuitable for the TSV applications. Both the metal‐oxide‐semiconductor and the temperature effects are considered and treated appropriately in the modelling of the TS‐CNTBV. The process requirement and the energy delay product of the through‐silicon‐single‐walled carbon nanotube bundle via are investigated, and the equivalent thermal conductivity of the silicon substrate with the TS‐CNTBVs is obtained and analysed finally.
Oxygen vacancy defects in Ta2O5 showing long-range atomic re-arrangements
Authors: Guo Yuzheng , Robertson John
Published: March 2014

The structure, formation energy, and energy levels of the various oxygen vacancies in Ta2O5 have been calculated using the λ phase model. The intra-layer vacancies give rise to unusual, long-range bonding rearrangements, which are different for each defect charge state. The 2-fold coordinated intra-layer vacancy is the lowest cost vacancy and forms a deep level 1.5 eV below the conduction band edge. The 3-fold intra-layer vacancy and the 2-fold inter-layer vacancy are higher cost defects, and form shallower levels. The unusual bonding rearrangements lead to low oxygen migration barriers, which are useful for resistive random access memory applications.
De Invloed Van De Sekse Van De Aangesprokene Op Beleefdheid In Taalgebruik
Authors: Brouwer Dédé
Published: March 2014

On the basis of a corpus of 626 utterances produced in buying a train ticket at the Central Station of Amsterdam an investigation was made of a) differences between the speech used by women and by men, and b) differences between the speech allocated to women and to men.
The independent variables were: sex of speaker, age of speaker and sex of addressee. The dependent variables were: diminutives, hesitations, requests for information, speaker's polite forms and addressee's polite forms. The results indicate that there are hardly speech differences between female and male speakers, if the speech events and the factors of situation, setting, and topic are the same for all informants. The sex of the addressee, however, affected the use of polite forms: the travellers - both women and men - were more polite to the male ticket sellers than to the female ticket sellers. Both of the results point to the importance of taking into account inter-actional aspects in research of sex differences in speech. Also attention should be paid to the choice of the interviewer in sociolinguistic studies: a female interviewer may be more suited to elicit informal speech. The fact that both male speakers and female speakers show by their use of polite forms more respect for men and less respect to women reflects the sex-linked hierarchy in society, and one should realize that women themselves contribute to the continued higher valuation of men.
1) This investigation is a sequel to the paper which has been published in both J.F. Matter (ed.), Toegepaste Taalwetenschap in Artikelen 4 (1978), 52-75 (Dédé Brouwer, Marinel Gerritsen & Dorian de Haan, 'Verschillen in taal-gebruik tussen vrouwen en mannen: een dood spoor?') and Language in Society 8 (1979), 33-50 (Dédé Brouwer, Marinel Gerritsen & Dorian de Haan, 'Speech differences between women and men: on the wrong track?').
Modellen Van T2-Verwerving
Authors: Bogaards Paul
Published: March 2014

A model is a system of which the structure is known and which provides information through isomorphism about a system of which the structure is not known. In (applied) linguistics a model is often not more than a theory in the form of a diagram, but constructing a model is useful especially when there are many variables. Concerning the relationship between model and reality a distinction is made between result models, process models and physiological models. The models of Carroll, Gardner et al., Krashen, Dulay and Burt, and Bialystok are discussed on the bases of the following questions:
a. What kind of model is it?
b. Are the elements and the relationship between them clear?
c. What research has been based on the model?
There appear to be but few useful models and so far virtually no research has been carried out to test the existing models.
Curriculum Development in Europe
Authors: Trim John L.M.
Published: March 2014

Throughout the 20 years of its existence the Council for Cultural Co-operation of the Council of Europe has promoted language learning as a means to the freer movement of people and ideas. Stress has been laid on interpersonal communication and learner-centred educational structures and processes. Planning involves specification of objectives appropriate to learner needs and the realities of the educational situation. An account is given of the recent work of Modern Languages Project no. 4 and the prospects for the forthcoming Project no. 12, which will focus on teacher training in respect of attitudes, knowledge and skills, both linguistic and educational.
Over de Ontwikkeling, Vernieuwing en Verduidelijking van Doelstellingen Voor het Vreemde-Taalonderwijs
Authors: van Essen A.J. , Menting J.P.
Published: March 2014

This article aims at presenting a synopsis of what has been going on in the field of developing and updating the aims of foreign-language instruction in the Netherlands since the early 1960s. In six paragraphs it describes the framework of educational planning at different levels and the problems the planners find themselves up against. It also deals with the question as to what are the preferable terms in which language-teaching aims are to be described (e.g. in terms of skills or in terms of language use) and with the various ways in which different organizations, curriculum planners and in-dividual schools have attempted to implement their (often implicit) views about how foreign-language teaching is to be updated. The article concludes with a number of recommendations for curriculum planners.
Kontekst en Woordherkenning in Moedertaal en Vreemde Taal
Authors: Koster Cor
Published: March 2014

This survey article discusses the results of research into the influence of context on visual and especially on auditory word recognition. In auditory word recognition the main problem is the lack of phonetic invariance in the realization of words. Context helps to minimize this problem.
Word recognition appears to be influenced by semantically related words occurring in prior context. There is some evidence that foreign language listeners, like very young native speakers, make more use of context than adult native speakers. Syntax seems to play a role in word recognition, too, as does the context following the word in question.
Woordherkenning, De Betere Onderzoeksmethode Voor Luistervaardig-Heid in De Vreemde Taal.
Authors: Meijers Guust
Published: March 2014

This article gives a critical review of some research in listening comprehension in a foreign language. Several important methodological failures are discussed: lack of systematic variation of the input, measurement after the relevant initial listening process and measurement by means of (re)production tasks. These failures lead to unsatisfactory data if one wants to discover the real problems foreign language learners have when listening to texts in a foreign language. Arguments are given which show that to some extent word recognition research can avoid the above-mentioned failures.
Een Nieuwe Theorie Over Vreemde-Taalverwerving?
Authors: Groot P.J.M. , Bourgonje G.C.J.
Published: March 2014

This paper argues that a) much of what is presented as Krashen's new theory on foreign (or second) language acquisition is not new but given a new name (e.g. "the affective filter" for motivational and attitudinal variables) and b) that what is new is not adequately substantiated by empirical evidence or maintained in spite of 'contrary evidence. The plausibility of the new part of the theory is questioned on various grounds, one of them being that it does not sufficiently take into account the possible implications (i.e. for the way a foreign language is mastered) of the differences between the various foreign language acquisition contexts such as age, goal and aptitude of the learner, the kind and/or degree of L2 exposure, formal vs. naturalistic acquisition etc. An example of the kind of research needed is reported viz. the data resulting from an investigation into the errors against adverbial placement rules made by EFL students with different mother tongues. The aim of the study was to collect data relevant to the question whether/ to what extent errors would be "universal" (i.e. the same for all learners irrespective of their L1) or language (one) specific.
Finnish, Polish, German, French and Dutch E.F.L. learners took 4 tests operationalising knowledge of English adverbial placement in 4 different ways: acceptability judgements, "scrambled" sentences, placing the same adverb in syntactically different contexts and placing different adverbs in syntactically identical contexts. Since the investigation was mainly concerned with error patterns especially the test performance of the low scoring subjects was further analysed to determine the degree of language specificity of their errors. This analysis strongly suggested either direct or indirect mother tongue influence.
Het Bepalen Van De Moedertaalbeheersing Van Brugklassen In Het Kader Van Een Onderzoek Naar De Effekten Van Luistervaardigheidstraining
Authors: van de Graaf Martina , Volkerts Ed
Published: March 2014

The achievement of a foreign language in instructional education appears in the presence of an established first language. The purpose of the present study was to determine the level of first language development of Dutch schoolchildren in the first year of three hierarchical secondary schooltypes, M.A.V.O., M.A.V.O./ H.A.V.O., H.A.V.O./V.W.O. respectively. Two tests of a test bat-tery were used. The one assessed the vocabulary and the other the powers of abstraction in the first language. Extensive differences in performance between the different school types were found on both tests.
De Beoordeling Van De Uitspraak Van Het Engels Van Nederlandstaligen
Authors: Koet A.
Published: March 2014

Dutch students of EngHsh at the tertiary level will usually have to pass a pronunciation test of some kind or other if they are to obtain their degree or certification. It is not entirely clear what factors determine their success of failure on these tests. In this study three groups of judges were asked to assess the pronunciation of Dutch lst-year students of English:
- British lst-year university students of linguistics;
- Dutch lst-year college students of English;
- Dutch college teachers of English.
They were asked to assess the pronunciation on five 7-point scales:
pleasant-unpleasant; ugly-beautiful; broad-cultured; strong accent-no accent; monotonous-melodious.
The results of the three groups were compared. The results were also compared with the marks that the students had actually been given after an oral interview test at the end of their first year.
It was found that:
- the three groups of judges agree on the question whether the pronunciation is monotonous or melodious;
- Dutch students are much more positive than the other groups in their judgments on the scal stron accent-no accent;
- for the British stude s there is a strong correlation between the three scales unpleasant-pleasant, ugly-beautiful, and monotonous-melodious as well as between the two scales ugly-beautiful and broad-cultured;
- there was very little correlation between the British students' judgments on the scale strong accent-no accent and the marks the students had actually been given;
- the Dutch students' judgment on the scale broad-cultured correlated most strongly with the actual mark after the lst-year interview test.
Verwerving Van Woordvolgorderegels In Het Nederlands Als Tweede Taal
Authors: Eising Wilma
Published: March 2014

This contribution discusses the research questions and preliminary results of a PhD-project carried out at the Free University of Amsterdam. The aim of the project is to gain more insight into the ways in which Turkish and Moroccan immigrants in the Netherlands learn word-order rules of Dutch. The main differen-ce between the languages spoken by the two groups of learners is that Turkish, like Dutch, is an SOV-language, whereas the Moroccan languages (Berber and Moroccan Arabic) are VSO/SVO languages. The central question to be answered is whether all learners, regardless of their mother tongue, go through three acquisitional stages, in which certain word-order rules are acquired as part of a cluster. The idea is that learners build an interlanguage system on the basis of structures they can process; once certain rules are acquired, restructuring of the interlanguage system takes place. This, in turn, may lead to the acquisition of another cluster of rules.
In order to be able to answer the research questions, we decided to analyse spontaneous speech samples and to elicite lacking information by means of four experiments. Once the second part will be completed, we hope to be able to decide whether rules are learned as a cluster, which would indicate that restructuring of the interlanguage system has taken place. The first part of the project is mainly aimed at individual language development; this part has not yet been completed. The analysis of spontaneous speech samples was made possible by the Max-Planck Institut für Psycholinguistik in Nijmegen, which made available data of the European Science Foundation Second Language Databank; these data consisted of transcripts of speech samples of 4 Turks and 4 Moroccans, collected over a period of 30 months.
The first part of the paper presents some of the theoretical notions employed in second language research, as well as the main rules of Dutch that have to be acquired. Also, the three languages involved in the project are compared. In the next sections the research questions, the design, the data analysis and some interim results are discussed. The main conclusion is that there are indications that certain rules are indeed clustered together, although the different stages are not strictly separated.
Het Oordeel Van Deskundigen Over Gespreksvaardigheid
Authors: Wijgh Ingrid
Published: March 2014

Recently new objectives have been defined for foreign language teaching in Dutch secondary education. New objectives require new tests; they are one of the means to realize changes in education.
A research project was set up to develop a prototype of a speaking proficiency test. The purpose of the test will be to measure the learner's ability to interact effectively in various real-life situations. In this project, Utrecht University and the National Institute of Educational Measurement are working together, making use of each other's know-how in the field of research and test construction.
The first stage of the project was to develop a theoretical framework for oral interaction ability. Elements from various disciplines are represented in this framework, such as the parameters of the communicative situation and types of interaction. By means of this framework the learner's aimed language behavior can be analyzed and described.
The theoretical framework has been validated by expert judgement. To organize the collecting of the experts judgements, the Delphi technique (Harrell, 1978) was used.
In a first round the experts were asked to comment on different aspects of the framework. They did so by answering an open-ended questionnaire. The reactions of the members of the panel were analyzed and summarized. A second questionnaire with reformulated statements was developed and sent to the panel members, together with a brochure with summaries of the answers of all the panel members on the first questionnaire. In the second round the experts were asked to express their agreement or disagreement with the new statements. The outcome was a high degree of agreement on the main issues of the framework.
The framework has been modified according to the reactions of the panel members in the first and second round. In this paper the original and the revised versions of the framework for oral interaction are presented and a description of the Delphi procedure is given.
Het Staat in de Tekst! Tekstkenmerken als Niveau-Indicatoren van Examenopgaven Voor Gericht Lezen
Authors: Pit Mirna
Published: March 2014

The research described in this article tried to validate a framework designed for determining the degree of difficulty of a reading comprehension test. This system is primarily based on the characteristics of the texts included in the test. The results of the research show that in fact most of the text-criteria implied in the framework (interest of the topic, familiarity, concreteness, density, structural transparency, explicitness) were good predictors of the actual difficulty of the reading com-prehension test. However, in some cases, it was concluded that, besides the set of text-criteria, the nature of the reading task should also be implied in the determination of the degree of difficulty of the test. A supplementary text-criterion, i.e. linguistic means, was found to be a valuable predictor, which leads us to conclude that this one should be added to the framework somehow.
Een Empirisch Onderzoek Naar Het Effect Van Lexicale Structuurmarkeringen op Tekstbegrip in de Eerste en in de Tweede Taal
Authors: Plomp Florence
Published: March 2014

In reading research, it has regularly been claimed that the signalling of coherence relations by means of connectives (However, because) or signalling phrases (The solution to this problem is...) facilitates the processing of expository texts and increases recall from texts. In this paper a reading experiment is presented that aimed at the role of signalling in both L1 (first language) and L2 (second language) reading. Twenty-three Dutch university students who had specialised in Italian language and literature participated in the experiment. Two variables were manipulated: signalling (implicit vs. explicit) and the language in which the text was written (Dutch vs. Italian). Subjects read two expository texts, either in L1 or in L2, verified statements, and were given both an immediate and a delayed free-recall task. The results showed a positive tendency towards a signalling effect in both the L1 and the L2 conditions.
Taalleren in de Kring. Een Vergelijking Tussen Vrije en Onderwerpgebonden Kringgesprekken in Kleutergroepen
Authors: Lantman Saskia , Verhulst Mascha
Published: March 2014

Sharing-time' is a common, purely verbal, group activity between teacher and pupils in Dutch kindergarten. The choice of a conversation is usually free. The children and the teacher are in a circle and the main purpose is to improve the social skills of the students. It would be beneficial if this time could also be used to stimulate language skills. The question, however, is whether a conversation with a free-choice topic is capable of stimulating language proficiency effectively. Our paper reports on a comparison between three free-choice conversations and three so-called subject-centered conversations, in which the subject of discussion is predetermined and made tangible by means of a concrete object. These two types of conversation were compared on the feedback strategies, minimal responses, types of questioning, turn giving, and recognizing pupil input. The most important findings show that in the subject-centered conversations the teachers gave more feedback and different types of questioning were used. The results, and the fact that the pupils were clearly more motivated, lead us to the tentative conclusion that subject-centered conversations are better for the language development of young children than free-choice conversations. Further development of this didactic tool therefore deserves serious attention.
Learning a Second Language in a Third Language Environment
Authors: González González Paz
Published: March 2014

There has been a long tradition of concern with the "good language learner" in L2 research. One approach to this topic is to compare the performance of experienced language learners with people who have had less experience with languages. The present study provides comparable data for second- and third-language learners of English. It is hypothesized that L3 learners of English will learn the language with more facility and perhaps with more proficiency than L2 learners of English. The data was collected in two high schools in Amsterdam, where 30 immigrant (L3 learners) and 30 Dutch (L2 learners) students were tested on their knowledge of English with a C-test. They also gave answers to some questions about their personal status and language abilities. The scores were submitted to statistical analysis to test whether or not there was any significant difference between the groups. The statistical test chosen was the T-test for independent groups. The tests were first scored through exact scoring. Once the T-test was applied to both sets of scores (monolinguals and bilinguals), it turned out that the bilinguals scored significantly better than the monolinguals. The answers to the questionnaire were also investigated to find any correlations with the results in the C-test. In addition, the tests were scored through acceptable scoring, which, although no longer significant, still showed the superiority of the immigrant-bilinguals. The hypothesis was confirmed: the assumed superiority of bilinguals in acquiring languages is also found in the immigrant-bilinguals who took part in this study. Despite the negative effects of some of the socio-economic-educational factors affecting the performance of ethnic minority students in Holland, they still have a better aptitude for learning a third language.
Wat Doet Een Bijtblok bij Spraakontwikkelingsdyspraxie?
Authors: Aldenhoven Rody , Nijland Lian
Published: March 2014

This article describes a study on the effects of a bite-block on speech of children with developmental apraxia of speech (DAS) and normally developing children. The speech of children with DAS is characterised by articulatory abnormalities and is often unintelligible due to a large number of phonemic speech errors (substitutions and omissions). The bite-block is a method to study the compensation mechanisms of speech in order to answer the question whether there is a disturbance at the level of speech-motoric output. The results show effects of the bite-block for normally developing children as well as for children with DAS. The speech of children with DAS shows stronger effects of the bite-block than the speech of normally developing children. In conclusion, we can say that the speech-motoric output of children with DAS is disturbed.
The Effectiveness of Providing the Core Meaning on Guessing and Retention of Polysemous Words in an l2
Authors: Rijpma Marieke
Published: March 2014

SL learners often face a learning problem when acquiring polysemous words. The fact that one word form is linked to various meanings confuses them. However, as these meanings are related, understanding these relations might stimulate the acquisition.
This paper reports on a study into the effect of providing the core meaning on learners' guessing and retention of SL polysemous words. Learners were asked to guess and learn the peripheral meanings of English polysemous words, being either provided with the core meaning, another peripheral meaning or no additional meaning of these words. It is argued that providing the core meaning has a positive effect on vocabulary acquisition. Linking meanings to the core meaning involves the creation of visual images, precise and rich elaboration, which give a clear insight into the words' meanings relations.
L2 Transfer in l3 Acquisition and Use
Authors: Vega Silvia
Published: March 2014

This study investigates the effect of the language learner's 'psychotypology', i.e. per-ception of language distance, on the extent to which he or she transfers from a second language (L2) to a third language (L3). Three native speakers of Dutch with additional knowledge of English were interviewed in their L3 French. Subsequently, retrospective comments were elicited. The French oral data was analysed for lexical transfer errors, and by means of the retrospective data lexical transfer 'successes' were also identified. It was found that L2 English outweighed LI Dutch as a transfer source. Considering the formal similarities between the English and French lexicons, this result supports the importance of a psychotypology factor to L2 transfer which was further confirmed by the retro-spective data. The incidence of transfer successes from L2 English could further point to a facilitative role of the psychotypology factor.
Skinner's Radicale Behaviorisme en het Connectionisme Een vergelijking
Authors: Adema Marleen
Published: March 2014

In the literature, it has been stated several times that there is a relation between the radical behaviorism of Skinner and connectionism; specifically, a lot of similarities are mentioned. This paper summarizes the findings of an extensive research project examining this relation. Apart from similarities in the field of the learning of verbal behavior, some important differences in this field are addressed as well. Furthermore, it is argued that the comparison in this field should be considered within a broader perspective of general similarities and differences. Behaviorism and connectionism differ profoundly in the basic principles that are adopted: what are real entities, and what can be subject of research? These differences are crucial and make these two scientific movements incompatible.
Vertaalcompetentie en Vertaaltheorie
Authors: van Dam Miranda , van Baardewijk-Rességuier Jacqueline
Published: March 2014

This paper describes the results of a study on the influence of two rather different factors on the quality of a translation: L2 proficiency on the one hand and familiarity with translation theory on the other. Three groups of Dutch university students were asked to translate a French advertisement text on tourism into their first language: two groups (students of French studies en students of German studies) attended the translator's training programme; the third group studied only French. The model for translation quality assessment used here is based on a functional concept of translation: a translation is an independent text functioning in the target culture. The analysis revealed that students from the first two groups, who had reflected on translation processing, had better results than the third group: they made less functional errors beacause they were trained in taking the function of the translation into account and produced a Dutch text that was more adequate. L2 proficiency had only a secondary positive effect on the translation.
Typological Universals and Sla
Authors: Verhagen Josje
Published: March 2014

This study seeks to investigate the relationship between typological universals and second-language acquisition. The question is addressed whether a specific universal, i.e., the hierarchy of expletives (Travis 1984), shapes the interlanguage systems of L2-learners. Data were elicited from 59 learners of Dutch as a second language (23 NSs of Turkish and 36 NSs of German). To test subjects' knowledge of Dutch expletive constructions, two written tests were administered: a grammaticality judgement task and a correction task. Two hypotheses were formulated. First, a prediction was made concerning the order of acquisition: subjects would acquire unmarked constructions before marked ones, such that the hierarchy of expletives was mirrored. Second, it was hypothesized that German learners would have relatively fewer problems with the two less marked constructions than Turkish learners, since the former have similar structures in their L1, while the latter cannot be familiar with such constructions from their L1. The findings provided some support for both hypotheses. The acquisition of the majority of constructions conformed to the universal. Furthermore, German learners showed better performances for two most unmarked constructions than did Turkish learners.
Systematiek En Dynamiek Bij De Verwerving Van Finietheid
Authors: Jordens Peter
Published: March 2014

In early Dutch learner varieties, there is no evidence of finiteness being a functional category. There is no V2nd: no correlation between inflectional morphology and movement. Initially, learners express the illocutive function of finiteness through the use of illocutive markers, with the non-use of an illocutive marker expressing the default illocutive function of assertion. Illocutive markers are functioning as adjuncts with scope over the predicate. Illocutive markers become re-analysed as functional elements.The driving force is the acquisition of the auxiliary verbs that occur with past participles. It leads to a reanalysis of illocutive markers as two separate elements: an auxiliary verb and a scope adverb. The (modal) auxiliary carries illocutive function. Lexical verb-argument structure (including the external argument) occurs within the domain of the auxiliary verb. The predicate as the focus constituent occurs within the domain of a scope adverb. This reanalysis establishes a position for the external argument within the domain of AUX. The acquisition of AUX causes the acquisition of a (hierarchical) structure with a complement as a constituent which represents an underlying verb-argument structure, a predicate as the domain of elements that are in focus, and an external (specifier) position as a landing site for elements with topic function.
Ff B@bbelen
Authors: Evertse Judith
Published: March 2014

The development of the Internet has set up a brand new text form, the so-called digital conversations. With computer programmes like MSN Messenger, it is possible to communicate electronically with friends and relatives. These chat conversations contain both oral and literate characteristics; in this sense, the digital texts represent a kind of hybrid language form. To determine the position of the digital texts amongst their oral and written counterparts, it is necessary to create an overview of the stylistic relations between these three contemporary genres. Within the current study, I have compared the usage of the Dutch language within MSN-conversations, e-mails, and transcribed telephone conversations on the basis of several linguistic-stylistic dimensions. It turned out that there were eight of these components on which significant stylistic differences exist between the three modes. An important finding is that e-mails have an informational structure, in contrast to the telephone conversations, that are characterized by a highly involved style; within the digital conversations these two styles are mixed. On two other dimensions, the MSN-conversations distinguish themselves from both the written and oral modes by an increased use of popular or minimising expressions and time references.
Hiërarchische Relaties en Woordenschatonderwijs
Authors: van de Rhoer Fenne , Vermeer Anne
Published: March 2014

It is generally acknowledged, that in vocabulary learning and teaching, the main important factors are frequency, meaningful context, and variation in input. Within the last factor, some researchers stress the importance of hierarchical relations between words (paradigmatic relations as in animal - bird - craw), considering these relations essential for network building and vocabulary learning by children. Others believe they are just as important as associative (syntagmatic) relations between words. The findings of the research reported in this article (a curriculum intervention study) show that treatment with explicitly learned hierarchical relations (e.g., by visualisations of relations between words in a tree diagram) have the same effect on vocabulary learning as exercises focussed on associative, syntagmatic relations only.
Taal, Muziek en Werkgeheugen
Authors: Irizarri van Suchtelen Pablo
Published: March 2014

The present research addressed the question: "Is there a relationship between individual differences in aptitude for processing musical information and individual differences in aptitude for processing linguistic information?" An extensive exploration of linguistic and musical theory, aptitude studies, and the literature on the processing of language and music, led the author to believe that a relationship between linguistic and musical forms of aptitude could be found in aspects of working memory. Four tests were designed to measure an individual's working memory spans for linguistic and musical processing. The results of 70 participants from a secondary school on these tests and on a French listening examination were compared. Significant correlations were indeed found between the scores on these five measures. Furthermore, the complexity of the information to be processed, the musical experience of the participants and other factors were found to have an effect on correlations. Especially at higher levels of processing, musical and linguistic processing capacity seem to be associated. No definitive conclusions could be drawn, among other thing because of the 1OW reliability of two of the tests, but the results do encourage further research into this relatively new area in second language acquisition.
Toevoeging Van Spraak Aan Schrift
Authors: de Milliano I.I.C.M.
Published: March 2014

In a study encompassing 103 students in the sixth grade of the Dutch primary educational system, the effect of written text in combination with spoken text in a digital educational application on young readers is examined. The central question is whether the combination of these two information channels supports automatisation of the reading process of young readers so that it improves text comprehension or whether it causes overloading of the verbal channel. Two versions of the digital educational application WebQuests were used in this research. One version consisted of written texts accompanied by identical spoken texts; the other consisted of written texts only. To each version, half of the participants were randomly subscribed. The texts were informative of nature and their theme was 'the medieval city'. Textual open and multiple choice questions are used to measure text comprehension. The experiment shows that text comprehension of different types of young readers did not show any significant differences between the two versions of presentation. This implies that the study did not find any proof that addition of speech causes an overload of the verbal channel. Neither does it retrieve any significant evidence that it yields a surplus value to the automatisation of the reading process of young readers in digital educational applications.
Complexe Woorden In Het Mentale Lexicon Van Kinderen
Authors: Mos Maria
Published: March 2014

Do children's representations of complex words in their mental lexicon have an internal structure, with the stem as a separate unit? De Jong et al (2000) found that adults recognize words with a large Family Size, i.e. words occurring in many derivations and compounds, faster than equally frequent words with a small Family Size. This result is an indication that the occurrence of a stem in complex words facilitates the recognition of this stem. This article investigates whether the Family-Size-effect extends to children's reaction times as well. Using a lexical decision task, the effect was observed in 9-10 year old children (N=69) in Dutch. A large vocabulary and good reading ability shortened general reaction times, but had no influence on the difference between items with a small or large Family Size. Monolingual and bilingual children performed similarly on this task.
Nederlandse Baby's Gebruiken Statistische Informatie om Spraakklanken te Leren Onderscheiden
Authors: Capel Desiree , de Bree Elise , Kerkhoff Annemarie , Wijnen Frank
Published: March 2014

Phonemes are perceived categorically and this perception is language-specific for adult listeners. Infants initially are "universal" listeners, capable of discriminating both native and non-native speech contrasts. This ability disappears in the first year of life. Maye et al. (Cognition (2002)) propose that statistical learning is responsible for this change to language-specific perception. They were the first to show that infants of 6 and 8 months old use statistical distribution of phonetic variation in learning to discriminate speech sounds. A replication of this experiment studied 10-11-month-old Dutch infants. They were exposed to either a bimodal or a unimodal frequency distribution of an 8-step speech sound continuum based on the Hindi voiced and voiceless retroflex plosives (/da/ en /ta/). The results show that only infants in the bimodal condition could discriminate the contrast, representing the speech sounds in two categories rather than one.
De Schriftelijke Taalvaardigheid van Franstalige en Nederlandstalige Leerlingen uit het Nederlandstalig Onderwijs in Brussel
Authors: Bulté Bram , Housen Alex
Published: March 2014

In Brussels, the officially Dutch-French bilingual but predominantly francophone capital of Belgium, a monolingual Dutch-medium and French-medium school system operate in parallel and independently from each other. Lately, an increasing number of francophone parents have sent their children to the Dutch-medium schools in, expecting that this will provide them with the 'immersion experience' felt necessary to become bilingual in French and Dutch. There has been much debate about the effects on the pupils of the complex multilingual environment in the Dutch-medium schools which has thus been created. This article reports on an analysis of Dutch writing proficiency of both French and Dutch-speaking pupils in these Dutch-medium schools. Quantitative measures of linguistic complexity, accuracy and productivity were used to assess the Dutch academic written production of 60 pupils from two age levels. Significant differences between the Dutch and the French pupils were mainly found with respect to accuracy.
Doorlopende Leerlijnen Taalonderwijs Nederlands
Authors: Hacquebord Hilde
Published: March 2014

In 2008 the Dutch government has introduced a Framework of Reference (called 'Doorlopende leerlijnen'; English 'Curricular continuity policy') that will be guiding for future development of educational materials and for test development in LI and L2. The Dutch framework is more or less linked to the European Reference Framework, with minor adaptations related to the younger age group and the educational setting of primary and secondary schools. However, it is still in its initial and very global state. In this symposium, researchers in the educational field have discussed the theoretical and praticai implications of the Framework, and the needs they see for further development and elaboration. The four presenters and their referees respectively discussed the empirical validation of the framework and the practical implications. With respect to the empirical validation it was found that adaptations are needed, especially with respect to the differentiation within the Dutch system of vocational education. With respect to the practical implications, there were doubts about the teacher's orientation this Framework may direct. The quality of teaching has been considered to be more important than the linguistic attainment of certain levels of reference, which is not desirable especially for the younger age groups. However, the educational field in Amsterdam has adapted the new framework as it has enhanced the willingness of measuring the (L2) language proficiency of pupils at risk and it has raised so the consciousness about the stagnating development of second language pupils.
Wat Is Een Optimale Tekstdekking? Woordkennis En Tekstbegrip In Groep
Authors: Goossens Nicole , Vermeer Anne
Published: March 2014

How much of the vocabulary in a text needs to be known ('text coverage') to arrive at a proper comprehension of the text? On the basis of a vocabulary test, 175 pupils of grade 4 were divided into four groups with different vocabulary sizes. Next, in three sessions they read six texts differing in word-level difficulty. Each time after they had read a text, the children answered questions about it and their knowledge of unknown words from the text was tested. The results show that text comprehension and word learning is dependent on the word-level difficulty of the text: the more difficult words there were in the texts, the less well the children understood the texts, and the fewer words they learned from them. Children with a smaller vocabulary learned fewer words and understood less than the children with larger vocabularies. Optimum text coverage was reached at a level of 88.7 percent, with the children answering correctly more than half of the text comprehension questions, and having learned at least one out of five unknown words from the text.
This Article Examines = Dit Artikel Onderzoekt?
Authors: Nijsen Kasper
Published: March 2014

Recent research has shown that an important characteristic of English science writing is the use of inanimate subjects with agentive verbs (IS-AV constructions), as in this paper suggests or this theory argues. This article explores the use of such IS-AV constructions from a cross-linguistic perspective, investigating, by means of two small-scale corpus studies, whether they are used differently in English and Dutch academic prose and how they are translated in English-Dutch translations in this genre. The results are relevant for Dutch writers of English academic texts and translators working with these languages, and raise a number of broader theoretical issues with respect to contrastive differences between English and Dutch, the possibility of English influence on Dutch academic prose, and the desirability of IS-AV constructions in this genre.
'Wisdom'? ik Zeg 'Old', Jij Zegt 'Tooth'
Authors: Seton Bregtje
Published: March 2014

Since concepts can be regarded as associative links to lexical items, conceptual representations can be measured verbally by looking at word associations. Word associations from native speakers of Dutch and from native speakers of English were used to form two priming conditions for an associative-priming study with a lexical-decision task. Participants were a low-proficiency group of Dutch students of English, a high-proficiency group of Dutch students of English and a group of native speakers of English. Results showed variation between different (groups of) items, suggesting that highly proficient students of English perform native-like on items which have different connotations in Dutch and English, and that native speakers of English show inhibitory responses on items with backward associative strength, whereas both Dutch groups did not show this inhibition.