bluuebunny/crossref_metadata_2025 huggingface dataset:
Morfosyntactische Ontwikkeling Bij Kinderen van Één tot Vier
Authors: Bol Gerard , Kuiken Folkert
Published: March 2014

The LARSP procedure by Crystal, Fletcher and Garman (1976) was used as a starting point for GRAMAT, a method by means of which the development of morphosyntax in Dutch children from one to four years of age can be profiled. The developmental scheme was based on 72 spontaneous speech samples of 42 children. The children were selected on the basis of age, sex and socio-economic group. From every sample, recorded at the homes of the children, 100 utterances were analyzed at the clause, phrase and word levels. In the developmental scheme, which was divided in six stages, each covering a period of six months, the morphosyntactic structures were included which a) are used by at least half of the children at a particular stage and b) are used with a median frequency of at least 1.0. The morphosyntactic development which takes place from one to four is describea both in quantitative and qualitative terms.
Lexical Conditions on Segment Learning
Authors: James Allan R.
Published: March 2014

Theories of phonological processing and of phonological change stress the importance of the word as the structural context of segments in acquisition and historical development, respectively. After a discussion of these theories with reference to a model of second language acquisition, an experiment is reported on in which the pronunciation of four Dutch learners of English was examined. Specifically, they were required to produce a number of known and unknown words from a written list. Examination of the data shows that indeed a model of second language phonological development may be postulated in which the status of the words in which they are embedded as known or unknown is critical for the form of the target segment produced.
Het Tweetalige Lexicon
Authors: Appel René
Published: March 2014

The present paper reports on a study of the continued word associa-tions to eight stimulus words in Dutch and Turkish by Turkish migrant children living in the Netherlands. For three out of the eight stimulus words the meanings in the two languages were not complete-ly overlapping. Two written association tasks were administered with an interval of five months. Seventeen Turkish children (about 12 years old) participated in the study. It was found that:
- Interlingual responses hardly occurred (only a few instances of Dutch or Dutch-like words in the Turkish task).
- The children gave more responses (number of tokens) in the Tur-kish than in the Dutch version (difference not significant at 5% level; significant at 10% level), suggesting a larger vocabulary in Turkish.
- The diversity of the responses was slightly higher in the Dutch version of the task than in the Turkish version.
- The level of linguistic-cognitive development as indicated by the proportion of paradigmatic and categorical responses was about the same in the two languages with a slight bias in favour of Turkish.
- The number of equivalent responses in the two tasks was 36,8%.
- For five of the eight stimulus words ('happiness' and 'city') the responses in the two languages differed strikingly. Probably the response behaviour was influenced by social-cultural factors related to each language.
- For one of the three semantically not completely overlapping words (Dutch: dochter, and Turkish kiz, 'daughter'/'girr) the Dutch res-ponses (frequent use of kinship terms) differed strongly from the Turkish responses (few kinship term)
Spreekvaardigheidstoetsing
Authors: Nienhuis L.J.A.
Published: March 2014

At higher levels of second language proficiency, the speaking skill is frequently measured in interviews, but the use of guided tests and group discussions is common too and can improve efficiency. Guided test and discussion create rather different speech situations and might well elicitate dissimilar kinds of oral production: the informal setting of group discussion is certainly less 'anxiety-provoking' and elicitates more natural speech, but it may lead to the use of elementary and unmonitored, minimally correct speech.
In this article we report on a small-scale empirical investigation intended to lay bare differences between the language used in a guided test and in a group discussion at the level of 1st year university students of French.
Although the discussion subject was defined in such a way that it would enable students to discuss a rather wide range of aspects, even superficial analysis of guided test and discussion subject suggested the first to be more content valid: this quality manifested itself in the higher proportion of different words used in the guided test answers. In other respects, there were no systematic differences between test and discussion: proportions of unique words and of less frequent words, in relation to the number of different words, were nearly the same in the two kinds of speech production. Contrary to intuitive expectation, the number of lexical and grammatical errors was greater in test production (i.e. in the formal setting) than in discussion, the guided test being perhaps a more demanding task, but the possible conclusion that the overall quality of second language use was less good in the guided test was not supported by other findings: mean scores of the three raters did not show systematic differences between test and discussion.
Correlations between test scores and discussion scores were about .77, suggesting that as tests of speaking proficiency when the criterion is correctness, guided test and discussion are not as different as they may seem.
The main difference between the two is in rater reliability: interrater correlations for the test were about .82; for the discussion the mean of three correlations was .52, but two of them approximated .60. One of the problems of rating discussions may be the rather unequal participation of the members of the group.
The quality of discussion as a speaking proficiency test can, in our opinion, be improved by defining its subject in such a way that the aspects discussed will be sufficiently diverse and by training or instructing students: they should all participate actively and pay attention to regular turn-taking.
Tekstbegrip In...?
Authors: Mets Jan
Published: March 2014

For a number of years Dutch foreign language examinations have comprised tests of reading comprehension in only one format: the m.c. question with four options. Now research is being carried out into the feasibility of adding another format: a modified cloze in which deletions are not random but deliberate and in which options are offered. Through these modifications a number of problems adhering to the regular cloze are avoided, and at the same time it is possible to maintain the concept of reading comprehension which has thus far governed the construction of FL examinations, the idea, that is, that reading comprehension is a unitary skill to be measured by questions requiring testees to integrate related information derived from text units larger than the sentence and often from diverse elements in the text.
As it was precisely this that experts doubted cloze could measure, the central question to be answered was: can an 'm.c./ fill-in tesť be constructed which appeals to the same skill as the traditional m.c. format, but which may offer certain advantages (such as greater efficiency).
First of all, the new test format was applied to two texts taken from a regular exam of reading comprehension in EFL, resulting in two tests of 26 items each - in the exam the texts had been accompanied by 11 and 12 questions respectively. Next, in a linguistic analysis, the relations between the items and the text were specified. It was found that each item in the two tests required more understanding of the text than just of the immediate environment of the deletion. The specifications were then submitted to the judgement of language testing experts at Cito, who confirmed the findings in the vast majority of cases. Subsequently, the new tests and the original ones were administered to a population of over 500 Dutch students in order to tests these hypotheses:
1. The psychometric qualities of the m.c./fill in tests are just as good as those of the conventional tests, if not better.
2. The items in the m.c/fill in tests appeal to the same skill as the conventional m.citems.
3. The m.c./fill in tests are more difficult than the corresponding conventional tests.
Hypotheses 1 and 3 were confirmed, allowing these tentative conclusions: the new test format is more efficient than the traditional one and offers testees less undue support in understanding texts. The second hypothesis was not confirmed, as the Rasch model for the three combinations of tests had to be rejected on formal grounds. However, as the model did not constitute an altogether inadequate description of the data, and as combining the various test formats did not affect the measure of fit negatively, it is still hoped that further analysis may show that the two formats do not appeal to fundamentally different dimensions.
Toetsing Tekstbegrip Moderne Vreemde Talen Door Middel Van Een Samenvattingsopdracht
Authors: Melse Leijn
Published: March 2014

Can reading comprehension be measured in a valid way by having pupils, at the higher levels of secondary education, write a précis? An attempt to answer this question was made with respect to German and French texts. An advantage of setting a précis is that it does without comprehension questions. Such questions have the undesirable effect of facilitating the interpretation of a text. Another argument in favour of précis writing is its practical relevance (e.g. for later studies). A disadvantage is the inevitably subjective element in the rating. If this subjectivity cannot be kept within certain bounds, précis writing does not qualify for inclusion in a centrally organized examination. One aim of the present research was to establish the extent of interrater-reliability in the assessment of précis. Preliminary to this research it had to be determined what sort of précis would be most suitable. Its main features were defined as follows: its length had to be about a quarter of the original text, it had to be an objective rendering of the text, but pupils would not be required to adhere to the order of its parts. Rating instructions were produced giving the criteria for assessment and specifying the assignment of score marks. Research was done to establish the measure of agreement between ratings in which these instructions were observed and between independent assessments. The ratings on the basis of the instructions showed a higher measure of agreement than independent assessments. This research was repeated after the instructions had been revised leading to a substantial improvement of agreement between ratings.
Het Ontwikkelen Van Courseware Voor Het Mvt-Onderwijs
Authors: Stijn Ellen M. , Tan R.H.G. , van Straalen-Sanderse Wilma
Published: March 2014

What aids do teachers who consider making their own courseware have at their disposal today?
In this article some of these are discussed, and special attention is paid to such notions as authoring programmes and authoring systems.
At the same time some criteria are presented which enable the teacher-author to decide which programming tool he or she considers the most suitable in his or her position.
Next, attention is drawn to the importance of the didactic plan i.e. writing out the didactic script, before 'programming' (the production stage) is started. Especially with a view to the pre-production stage a so-called grade project is introduced, which offers the possibility of developing courseware systematically, the didactic plan being the central point.
In the second part of this article Mrs. W. van Straalen (University of Leyden) describes how she together with her team (of students) has come to a (well-)considered choice of an authoring system (Calis) and has been able to write student-friendly programmes.
To give a concrete example: she analyses the programming process of training the use of prepositions after the adjectives listed in L'essentiel de la grammaire française, appendix Vili.
Feedback In Het Computerondersteund Talenonderwijs
Authors: van der Linden Elisabeth
Published: March 2014

One of the most important questions that has to be answered before we can start developing courseware for computer assisted language learning concerns the role feedback could or should play in this type of courseware.
This question is the more important because in the last few years two tendencies seem to be developing in CALL:
-one that stimulates and elaborates 'traditional' CALL-programmes, adapted as much as possible to the characteristics of the individual learners, taking into account the level of knowledge of the learner and providing feedback that is specifically adapted to the learners' responses;
-other CALL-developers tend to propagate 'open-ended' programmes like adventures, simulations, that they consider more interesting and more motivating because they are closer to real-life situations.
Making the first type of programme requires a huge amount of work: foreseeing and analyzing learners' responses and developing adequate feedback. The second type of programme is available and ready for use, no programming is necessary - but individual control and correction are not possible. Moreover, it is not very clear what learners do learn when working with these programmes.
An essential difference between the two types of programmes is in the feedback they provide. If we want to be able to make a choice between these two approaches to CALL, we should know more about the role of feedback. That is what the project at the Univer-sity of Amsterdam described here wants to achieve.
Lexicale Problemen - Hoe Los je ze op? de Resultaten Van Een Onderzoek Naar Compensatiestrategieën
Authors: Poulisse Nanda
Published: March 2014

The article reports the results of a four-year project on the use of compensatory strategies (CpS) by Dutch learners of English at three different proficiency levels. As expected, the number of CpS used by foreign language (L2) learners was inversely related to their L2 proficiency level. The type of CpS used proved to be largely task-related, however. The subjects predominantly used analytic strategies in a picture naming/description task, while in a story retell task, and particularly when participating in an interview with a native speaker of English, they also used many holistic strategies and transfer strategies.
To explain the task-related variation in CpS use it was suggested that the subjects adhered to Grice's cooperative principle and the principle of economy when selecting CpS. Consequently, they attempted to use CpS that were both effective (in the context) and required minimal processing effort. Where this proved to be impossible, the importance of the communicative goal, the complexity of the task and the amount of time available determined their choice between using effective CpS and spending little effort.
Taal Verlies en Woordherkenning in Het Frans
Authors: Weltens Bert , Grendel Marjon
Published: March 2014

The results of a recently completed research project into the retention of receptive skills in French by students and ex-students of the highest type of Dutch secondary education, VWO, showed that these skills hardly decrease during a period of four years after course completion. The fact that vocabulary would not suffer from such a period of non-use was particularly surprising.
As part of this investigation a lexical decision experiment was carried out with two of the six groups involved in the main project. This experiment showed that taking decisions on the (il)legitimacy of French words takes more time already after two years after course completion, especially with respect to low-frequency non-cognates.
The results of the main project are evaluated in the light of these findings. In addition, implications of these findings are discussed as they have been incorporated in further research.
De Snelheid Van de Woordherkenning Als Factor in de Communicatie bij Slechthorendheid
Authors: Kapteyn T.S. , Matter Johan
Published: March 2014

In this article it is assumed that in speech communication not only the pronunciation by the speaker and the sensitivity and the discrimination facility of the ears of the listener are important factors, but equally the speed of processing. A previous study showed that Dutch students studying French needed more time to recognize target phonemes in spoken French sentences than did French native speakers. Based on this result it was hypothesized that the hearing impaired need more time for word recognition than comparable normal hearing subjects.
To investigate this hypothesis two tests were developed:
1. A list of cvc combinations, consisting of words and non-words is presented to the subject who has to press a button as soon as he hears an existing word.
2. A series of sentences, where target words are presented in highly constraining, normally constraining and not constraining contexts. The subject has to press the response button as soon as he hears a visually presented.
Recognition times for the different items measured in a group of 55 hard of hearing subjects were related to the "normal values" obtained in a group of 16 normal hearing young subjects.
The tests gave a clear indication that recognition time is a significant personal measure. Besides, a correlation was found between the increase of the recognition time and hearing loss, but not between recognition time and age. It was clear that hard of hearing people needed more time for word recogni-tion and that the use of a hearing aid reduced this time interval. The measure in which the pressure for a fast reaction caused an increase in errors appeared to correlate significantly with the way subjects experienced their handicap, more than with the hearing loss and the discrimination loss as such.
Verschillen Tussen Antilliaanse en Arubaanse Leerlingen
Authors: Vedder Paul , Kook Hetty
Published: March 2014

Most immigrant children in the Netherlands are second or third generation immigrants. For children from Antillian or Aruban parents (the Netherlands Antilles and Aruba are former Dutch colonies in the Caribbean) this is quite different. Many of these children of pre-school or primary school age are first generation children.
This article reports a study on effects of immigration on school achievement, motivation and abstract problem solving skills of 56 Antillian and Aruban immigrant children in the age range of ten to thirteen. These children were compared with a group of 121 Dutch pupils and with a group of schoolchildren living in Curaçao, the largest island of the Netherlands Antilles. The number of children from the latter group varied per test.
It was hypothesized that immigration would have a disturbing effect on the relationschip between scores on a variety of measures. The normal picture in schools is that good pupuls generally achieve well on a range of performance tests, whereas the less capable pupils do less well on these tests. This is what we call a homogeneous learning profile. Disturbance manifests itself in a break-down of this homogeneity. What results are heterogeneous learning profiles: a pupil may achieve well on a particular measure, but this does not tell us anything about achievements on other measures. Homogeneous learning profiles are what teachers often expect. In the Netherlands there is a form of special education especially for children with strongly heterogeneous learning profiles.
Both in the group of Dutch children and in the group of Curaçaon children the corelations between measures were rather strong and in the expected direction. These children had, as we expected, homogeneous learning profiles. In the group of Curaçaon and Aruban immigrant children we distinguished pupils by their age of arrival in the Netherlands: up to six years old and from six years old. This latter group (43 pupils) clearly had less homogeneous learning profiles. It did not make a difference whether the scores on the vocabulary test or the scores on the spelling test were taken as a reference point. Actually we had expected differences between these two reference points, assuming that vocabulary development in Dutch is more strongly affected by non-school circumstances than spelling. Non-school circumstances may greatly vary between immigrant children, depending on how their families cope with the new living situation.
The learning profiles of the children with a younger age of arrival resembled more closely the profiles of native Dutch and native Curaçaon children, suggesting that the disturbance of learning profiles is a temporary matter.
Possible explanations for the findings and practical implications are discussed.
De Relatie Potentiële - Gerealiseerde Konstruktie Als Meetprobleem in de Sociolinguistische Benadering Van de Syntaksis
Authors: Jansen Frank
Published: March 2014

F. Jansen:The relation between potential and realised constructions as measuring problem in the sociolinguistic approach of syntax
This paper aims at drawing attention to some differences between words and sentences which make a sociolinguistic investigation into syntactic variation more difficult than quantitative research into phonological variation. To begin with there are several theoretical problems with syntactic rules compared with optional phonological rules.
However, the greater part of the paper is directed toward more practical problems, the importance of which is demonstrated by presenting the results of a quantitative sociolinguistic investi-gation into the correlation of the frequency of Left Dislocation in spoken Dutch with 'classic' sociolinguistic conditioning factors such as class, sex and style.
The conclusions are: (i) that sociolinguists should take into account the distinctions made in theoretical linguistics, and (ii) that beside these distinctions, there are other, even less studied, factors, such as complex internal structure of the NP, which may have a considerable influence on the frequency' of a construction
De Konstruktie Van Een Vokabulair Amsterdam in Tweede-Taalverwerving
Authors: Hartman Geert Jan
Published: March 2014

The general question to be answered in this study, and to be reported in this talk,reads: is there a transfer of cognitive structure from mother tongue to second language?
As far as the construction of the vocabulary in a foreign language is concerned, the question means: does this process go just like the construction of the Ll-vocabulary (no transfer), or is the L2 vocabulary directly from the beginning onwards stored in a structure similar to the structure resulting from the process of aquiring the mother tongue (transfer)? If transfer takes place from the beginnings then simple English words have to be stored by speakers of Dutch, beginning to learn English, in the same way as by native English speakers, if and only if both groups have in their mother tongue the same cognitive structures at their disposal.
In the experiment thirty Dutch children participated, 13-15 years of age, who had just started to learn English, and an equal number of English/Dutch bilingual children of similar age.
There were two experimental tasks 1) the sorting task: based on similarity in meaning twenty cards (on every card a single word) had to be sorted in piles? 2} free recall: twenty words in random order were presented to the subject, after which he/she had to mention the words he could recall.
The results were analysed in two separate ways; a) a"hierarchical clustering scheme" and b) an analysis of the degree to which the words were sorted together, res-pectively recalled as a function of the abstractness of the relationship that exists between those words.
As predicted, the hypothesis that transfer does take place could not be falsified.
Intra- en Intertalige Transfer Van Schrijfvaardig-Heidsonderwijs
Authors: Rijlaarsdam Gert
Published: March 2014

The results of two studies on writing processes are discussed. One study is about the relationship between cognitive activities and text quality in L1, the other on the relationship between Ll-writing profiency and cognitive activities during L2-writing tasks. It is argued that writing tasks in L2 should be more than mere formulating tasks and that both in L1 and in L2 teaching writing curricula should be organized around cognitive and meta-cognitive activities as generating, organizing, monitoring and evaluating in order to, reach intralingual and interlingual transfer of those activities.
Tekststructuur in teksten van onervaren schrijvers; van tekstanalyse naar een criterium voor tekstkwaliteit
Authors: Sanders Ted
Published: March 2014

What is it that makes a text a good text? The answer to this question is of vital concern to education in writing. Evaluation of children's texts requires explicit and well-founded criteria for text quality. In this article it is argued that text structure should be considered as an important criterion for the evaluation of expository texts. Therefore, a model for the analysis of text structure is proposed. This model is based on and applied to explanations written spontaneously by 11 and 12 year old children, who were asked to explain something (e.g.: "who or what is Santa Claus?") to someone who does not know anything about the subject.
The analyis results in a hierarchichal text representation in which the links between text segments (clauses) are made explicit. This is done in terms of the hierarchical position in the text (coordinating or subordinating links) and in terms of the coherence relation that holds between the clauses (e.g. Cause-Consequence, Claim-Argument). To provide problems of subjective interpretation it is proposed to make the analysis explicit by means of an algorithmic procedure that is to be developed . The heart of this analytic procedure is that there are two grounds to connect text segments: referential continuity and a line of events.
On the basis of the analysis three types of text structure problems can be identified in children's texts: Discontinuity, incompleteness and ambiguity. All three can also be revised on the basis of the analysis. In the case of discontinuity, the information must be reorganized, in the case of incompleteness information must be added and in the case of ambiguity the relation between segments must be made explicit.
The analysis of text structure provides the basis for a criterion for text quality assessment. After all, the major goal of a writer trying to explain something to a reader is that the reader understands what the writer means. Understanding a text means constructing a coherent representation of that text. If readers have trouble in constructing such a representation, the text should be evaluated negatively. This is exactly what the analysis predicts: It is difficult to construct a coherent representation at the points in the text structure where discontinuity, incompleteness and ambiguity occur.
Het Benul Van De Zin
Authors: van de Gein Jannemieke
Published: March 2014

Eight- to ten-year-olds no longer write the way they talk: they make a distinction between speech and writing. However, they lack specialized knowledge on written language. A key issue is their lack of knowledge on sentences. The fully-fledged sentences of written language do not come naturally to language users. If children demarcate sentences in writing, they are guided by their tacit grammatical knowledge only. This knowledge misguides them.
Sentences can be considered as writers* building blocks, the smallest units with which to plan and to organize text.
Results of an experimental study into the effects of grammar instruction upon writing by young children not only suggest that it is very well possible to teach junior writers what are sentences in the a-rhetorical context of grammar class; children spontaneously put to use this explicit, declarative knowledge while writing, too. Thus, it seems, knowledge transfers spontaneously.
Moreover, effects in a discrete point test may indicate that instruction in the grammar of sentences has students start exploiting sentences for what they are: a scaffold for writing.
Taalhandel Onder de Loep1
Authors: Elsing Wilma
Published: March 2014

In the Netherlands a considerable amount of language teaching activities is offered by non-subsidized commercial language institutes.
This article describes a survey that was carried out among a number of these institutes in the Amsterdam area. The aim of the survey was to describe the different ways in which these institutes work (what they offer, how and to whom; how results are assessed?). The results of the research may be used for the purpose of certification of non-subsidized language teaching activities. For certification a distinction should be made between certification of the system (how should the system work for the learner to have the best chances of success) and certification of the product (the language proficiency that is aimed at).
Over De Functionaliteit Van Conversatie-Analyse
Authors: van der Geest Ton
Published: March 2014

In this article conversational analysis is criticised as to theory and practice. In terms of internal criticism it is argued that 1. there is a lack of theoretical starting points which makes observation less fruitful than possible; 2. the anti-structural attitude, however understandable, is counter-productive as to theoretical development; 3. the conversational analytic working method can be characterised as bottom-up in contrast to the cognitive principles of human mind that is organised top down to a large extent. This bottom-up approach denies the actual differences occurring in the mental activities of both participants and analyst. It, furthermore, neglects the proper questions of research as to how all kinds of information that the conversationalist has to his disposition and may put to usage when communicating, is organised mentally. Therefore, the discussion on rules, strategies, principles, etc. does not take place systematically in conversation analysis; 4. the inductive standpoint and approach of conversation analysis prohibits the formulation of generalizations. Furthermore, there is no methodology available to deal with deductive aspects of investigation; 5. the above discussed characteristics of conversational analysis lead to serious method-ological problems for the investigation of the human discourse capacity.
As far as the external criticism of conversational analysis is concerned, it must be maintained, that conversational analysis isolates itself from other
neighbouring disciplines, in such a way that it can but does not profit of related research findings of connected disciplines. Finally it is argued that conversation analysis is hardly interested in (or even ignores) the problem of application of research findings in every day practice.
Tussen Lezen En Luisteren
Authors: Dijkstra Ton
Published: March 2014

Two divided attention experiments investigated whether graphemes and phonemes can mutually activate each other during bimodal sublexical processing. Dutch subjects reacted to target letters and/or speech sounds in single-channel and bimodal stimuli. In some bimodal conditions, the visual and auditory targets were congruent (e.g., visual A, auditory /a:/), in others they were not (e.g., visual U, auditory /a:/). Temporal aspects of cross-modal activation were examined by varying the stimulus onset asynchrony (SOA) of visual and auditory stimulus components. Processing differences among stimuli (e.g., the letters A and U) were accounted for by correcting the obtained bimodal reaction times by means of the predictions of an independent race-model. Comparing the results of the adapted congruent and incongruent conditions for each SOA, it can be concluded that (a) cross-modal activation takes place in this task situation; (b) it is bidirectional, i.e. it spreads from grapheme to phoneme and vice versa; and (c) it occurs very rapidly.
Frans Artillerievuur In Kroatie
Authors: Ringeling Tobi
Published: March 2014

This article is a plea for more research into the interaction between linguistic expectancy and acoustic information. Even if under normal circumstances priority should be given to the acoustic signal, it is evident that linguistic expectancy is a prerequisite for understanding speech. Second language students in the Netherlands generally have a good command of the phonotactic properties of English. In developing the students' listening proficiency teachers therefore experience the law of diminishing returns if they keep focusing on phonetic and phonological properties of the foreign language. However, the students' linguistic familiarity with English may still give rise to interpretative problems. Notably collocations, false friends (faux amis), homonymy and polysemy are categories of words prone to misunderstanding. In research on listening proficiency more attention should be paid to how linguistic expectancy interacts with acoustic information in the perception of these categories of words in particular.
It is demonstrated that slight uncertainty with respect to acoustic information may have disproportionate repercussions on understanding speech. A slight decrease in redundancy may make the difference between understanding everything or nothing, as the hearing-impaired are well aware. In this respect minor hearing losses - not uncommon nowadays at early ages due to overexposure to noise and loud music - may have serious effects on information processing. If reduction of redundancy results from hearing loss, there is little teachers can do to help their students improve their listening proficiency. Teachers should be aware that the inherent differences in sound perception of their students may go unnoticed in the mothertongue, but will inevitably surface in the second language, where linguistic expectancy is by definition less well developed. It would therefore seem unwise to relate listening proficiency in the native language as a test-measure to listening in the foreign language, as has been suggested by some researchers in the past.
Elektronische Woordenboeken Als Vertaalhulpmiddel
Authors: Moerland Margreet
Published: March 2014

This article presents some results of a survey that has been conducted by Van Dale Lexicografie amongst Dutch professional translators. In that survey the needs of professional translators for translation and writing tools have been investigated. The article gives an idea of the problems that these needs cause for a publisher of paper dictionaries and how Van Dale as a dictionary publisher feels that it should react to this, now and in the future.
Zelf-Reparaties in Eerste- en Tweede-Taalproduktie
Authors: van Hest Erna
Published: March 2014

Self-repair behaviour is a recurrent phenomenon in everyday language production. People are constantly monitoring what they are saying, or planning to say, which results in different forms of self-repair behaviour. Self-repair data are relevant for theories of speech production and language acquisition. Information about the way in which people control and correct their speech tells us something about the process of speech production and gives insight into the workings of the monitor. Studies of self-repairs produced by adult native speakers have provided evidence for the existence of both pre- and post-articulatory monitoring. In the field of language acquisition child self-repair research has shown a relationship between self-repair behaviour and age, which was reflected in a shift from simple repairs produced by very young children, to more complex repairs in the speech of older children.
So far, most self-repair research has been carried out in the field of L1 production. L2 self-repair studies are still rather few, and while L1 research is firmly based in theory, most L2 studies are not. This may partially explain why existing models of speech production are based on L1 data only and do not account for bilingual speech. To fill this gap a large-scale research project has been started at the Interfaculty Research Unit for Language and Speech at the University of Nijmegen. This four-year project studies the L and L2 self-repair behaviour of Dutch learners of English at three different levels of L2 proficiency.
Lokale en Globale Coherentie in Verhalen van Eerste- en tweede-Taalleerders
Authors: Heesters Karin
Published: March 2014

This article discusses the way in which first and second language learners of Dutch structure their narratives. Subjects in the study presented here were 12 Turkish and 24 Dutch children in Grade 6 of Dutch primary school (mean age 10;3 for the Turkish and 10;2 for the Dutch children). All of the children had been in Dutch schools since they were four. The children told a story on the basis of a wordless picture story. The subjects first saw the whole story and then had to tell the story to the researcher. They had the picture story in front of them as a reference.
I wanted to find out if the children made local or global coherence relations to organize their stories. Local coherence refers to the relation between an utterance and the one immediately preceding it. Global coherence means that there is a relation with the global theme of the story, or that there is a connection between larger parts of the text. For this reason, I investigated two points in the story where one could expect global coherence relations, namely the middle and the end of the story. The following questions were asked with regard to these two points: 1. Do the children make global coherence relations here or do they only make local coherence relations? 2. How do they make these relations?
Overall, there were no differences between the first and second language speakers in the number of global coherence relations they realized. As for the way in which the subjects realized their local and global coherence relations, some differences were found, however. In addition, it turned out that all children made more global coherence relations at the end of the story than in the middle.
COO Engels
Authors: Jager Sake
Published: March 2014

This review discusses four CALL programs demonstrated during the ANéLA CALL workshop. The programs differ considerably in scope and technical capabilities, although three are aimed at business English and two feature multi-media capabilities.
ENID is an idiom-training program offering a wide range of exercise modes to make vocabulary learning challenging and effective. The exercises focus on business English but the contents can be adapted to suit the teacher's own needs. It runs on virtually any pc.
American Letterbox is geared towards facilitating the letter writing process by reinforcing the students' awareness of the situational background. Although it almost certainly covers a niche in the market, it suffers from a poor translation of the original Dutch course into English.
Voicecart is a sound-enabled authoring system, which makes it possible for teachers to develop their own pronunciation and listening comprehension exercises. It is easy to use and more flexible than the traditional language lab, but teachers might prefer to wait for a version of the program using a type of soundcard which is more compatible with other multi-media applications.
English Express is by far the most advanced of the products reviewed. It is a video-supported course covering business English in particular. A full course in English language learning skills offering authentic language use and fully functional, flexible training facilities, it is a great course for institutions and companies that can afford the hard- and software investments.
Grammaticale Constructies En Micro-Planning Bij Tekstproductie
Authors: Schilperoord Joost
Published: March 2014

In this paper it is argued that, contrary to computational models of language production, in the production system grammatical knowledge takes the form of conventionalized declarative schemes. Such schemes can be identified as a particular function word and an obliged element, for instance, a noun and a determiner. The argument is based on a particular pause pattern observed written language production. A cognitive linguistic account of the notion 'grammatical scheme' is given through a dicussion of Langacker's Usage based model of linguistic knowledge and the 'mental grammar'.
Oral Performance in Interactional Sociolinguistics
Authors: Kotthoff Helga
Published: March 2014

The article combines a performance centered approach with sociolinguistic interests. Humorous narratives among friends are shown to contain many features of verbal art, such as, i.e., fictionality, dialogue dramatization, a focus on wording, and a complex management of points of view. Narratives from two social groups are presented in an exemplary way. Although these stories share many perfor-mance features, they also reveal subtle differences. In the "judo group", narratives are often constructed which consist largely of phantasies. The joint production of humorous phantasies centers around one person in the group who is thereby made the center of attention. The men in the judo group often invent teasing stories about the women participants, and thereby a gendered interaction order is established. In the "academic group"1, many stories are told in which the members of this group present themselves as progressive individuals confronted with a not-so-progressive "normal" world. New gender norms are often implicitly thematized in these stories and thereby help to negotiate a new social order between men and women.
Mengtalen in de Archipel
Authors: de Vries Jan W.
Published: March 2014

In the former colonial society of the Indies mixed languages came into being among Dutch migrants living together with a native woman. In this community of settlers and their Indo-european offspring, the native women were forced to speak Dutch, and imposed the structure of their own languages on Dutch. The result was a mixed language: the vocabulary being mainly Dutch and the structure Javanese (as in the case of Javindo) and Jakartan Malay (as in the case of Petjok). I will examine to what extent a characteristic of Javanese - the not-actor oriented verb morphology - has been preserved in Javindo, and a characteristic of both Javanese and Malay - the so-called topic deletion - has survived in Javindo and Petjok.
Samenstelling in het Nederlands van Volwassen Turken en Marokkanen
Authors: van den Berg Daniëlle
Published: March 2014

The purpose of this research was to find out how Turkish and Moroccan adults make compositions in Dutch and what role the mothertongue plays in forming these. To collect data a vocabularytest was developed. The results showed that Turks and Moroccans form compositions in a significantly different way. They seem to follow the preferences of their mothertongue in both the choice of the construction (composition versus definition) and the order of Head and specifier whithin that construction. Turks form mostly specifier - Head compositions, Moroccans more often make definitions, and uniquely make Head - specifier compositions.
The influence of the mothertongue is obvious but not easy to describe. The Moroccans experience negative influence expressed by interference. Whith the Turks the influence of the mothertongue is less visible, because they experience positive transfer, leading to facilitation.
Verb Placement in L2 Dutch
Authors: Jagtman Margriet , Bongaerts Theo
Published: March 2014

In this paper we report on the acquisition of verb placement in L2 Dutch by one Moroccan and one Turkish subject. The data originate from a three-year lon-gitudinal research project on spontaneous second language acquisition by adult immigrants which was financed by the European Science Foundation.
After describing the routes the two L2 Dutch learners followed in their acquisition of verb placement, we compare our results with those obtained in the project entitled "Zweitspracherwerb italienischer und spanischer Arbeiter" on the acquisition of L2 German word order (the ZISA project). As the results of this project are relevant to our research in view of the structural similarities between Dutch and German, we began by trying to establish whether our data could be described in terms of the developmental sequence in the acquisition of word order in L2 German proposed by the ZISA group. The conclusion is that the implicational scale proposed by the ZISA group does not emerge from the data from our subjects. Neither can their acquisition of verb placement in L2 Dutch be explained in terms of the processing strategies suggested by the ZISA researchers. Instead we would like to suggest that the learners' preferences are attributable to the combined influence of source and target languages.
Strategie-Onderwijs in Mondelinge Taalvaardigheid
Authors: Oostdam Ron , Rijlaarsdam Gert
Published: March 2014

It is assumed that language education can gain considerable profit when more attention is given to the process of language learning and processing. In other words, it is not enough to look at what pupils are doing, but also at how they are doing it. More attention to the process means a shift towards a strategic approach of language education which tries to enlarge the strategic competence of students: they must become aware of language strategies (directed at the communication process) and learning strategies (directed at the learning process) which can be applied for problem solving. Within such a strategic approach proper exercises must comply with at least three important features: an educational goal in which the function of the task is indicated, assignments for monitoring the problem solving process, and explicit criteria for evaluating task output. In this article we report the results of an analysis of exercises -in particular exercises for the oral skills- in Dutch textbooks for mother tongue and foreign language education pointed to the presence of these relevant features.
Indexen Voor Beurtwisselingsinitiatief in Tweede-Taal Verwerving
Authors: Damhuis Resi
Published: March 2014

For optimal second language acquisition (SLA) classroom interactions have to allow normative speaking children to participate actively, because such initiative-rich participation enhances the children's development of linguistic and communicative competence. This article focuses on turn-taking initiatives. Turn-taking initiatives vary in their initiative strength. Restricting analysis exclusively to strong initiatives yields an incomplete picture of the contribution of a conversation to SLA. Less strong initiatives, too, must be taken into account. To analyze each utterance for its initiative value, a turn-taking taxonomy was developed, leading to turn-taking indices that represent the mean initiative value of all utterances by a speaker. Language data from kindergarten conversations show that only results on strong initiatives differ from results on turn-taking indices. It is argued that in order to assess the value of a conversation for SLA both kinds of measures, strong initiatives as well as indices, are necessary.