bluuebunny/crossref_metadata_2025 huggingface dataset:
Polysemie En Vertaling In Een Vreemde Taal
Authors: Bogaards Paul , van der Linden Elisabeth , de Wolf Tom , Nienhuis Lydius
Published: March 2014

In this article we address the question whether polysemous words are more difficult to translate than monosemous words. If the two different meanings of a polysemous word have to be translated by two different words in the target language, the translator wil have to select the right one. We hypothesized that this choice would make the translation of polysemous words a more demanding task.
In our investigation we operationalized the notion of difficulty in terms of response time: Does it take more time to translate polysemous words than to translate comparable monosemous words?
We created an experimental setting permitting the measurement in milliseconds of the oral translation of words presented in small disambiguating contexts on a monitor. The experimental material consisted of polysemous words and the same number of monosemous words, which were comparable, by matching, in frequency and meaning.
The results of our investigation induced us to adjust our hypothesis: Not all meanings of polysemous words seem to be more difficult to translate than monosemous words. The results showed that the more frequent meanings of the polysemous words were translated at about the same rate as their monosemous counterparts, whereas the translation of the less frequent ones took significantly more time than the translation of the comparable monosemous words.
Probably, while translating a polysemous word, the translator goes straight to the translation of the most frequent meaning; when he sees that this translation doesn't fit in the given context, he continues his search for the translation that will fit better in the context.
Woordenschatonderwijs en Leren Leren
Authors: Schouten-van Parreren Carolien
Published: March 2014

Vocabulary acquisition is considered to be one of the most important aspects of foreign language learning, but also of L1 and L2 acquisition. Besides obvious differences, the three language acquisition processes show remarkable similarities, particularly regarding word learning strategies. In this framework the following questions are dealt with: (1) What is the role of word learning strategies in vocabulary instruction? (2) To what extent do pupils differ in word learning strategies? (3) How to best promote that pupils not only acquire, but actually use the acquired strategies?
With respect to the first question, the goals of vocabulary instruction and the ways to reach these goals (e.g. by wide reading, using different strategies or attending direct instruction) are made explicit. The second question is illustrated with an example from qualitative research on the differences between strong and weak pupils who were required to guess the meaning of unknown words from illustra-ted texts. As to the third question, the cognitive, affective and motivational conditions for acquiring, valuing and actually using word learning strategies are being discussed.
Aspecten in de Gebarentaalontwikkeling van Dove Kinderen van Dove en Horende Ouders
Authors: Rooijmans Carola
Published: March 2014

Research has shown parallels in the development of linguistic aspects found in sign languages and spoken languages when acquired as a first language (Newport & Meier, 1985). Deaf children of deaf parents (DCDP) are exposed to sign language early and are able to acquire it effortlessly. However, only about 10% of deaf children have deaf parents. More commonly the deaf child is born into a hearing family. These hearing parents usually use a communication system in which spoken words are supported simultaneously with signs. Such a sign system differs considerably from a sign language as it is not a natural language. Deaf children of hearing parents (DCHP) come into contact with sign language when they go to a school for the deaf. Research indicates that DCHP do acquire sign language structures, but this acquisition is delayed (Knoors, 1992).
In this study a description of the development of morpho-syntactic and lexical aspects of the Sign Language of the Netherlands is given. The sign language production of three DCDP is analysed every six months from 1;0 to 3;6. Furthermore, the sign language production of three DCHP at the age of 3;6 is compared with that of the DCDP at the same age. The study includes both general measures such as Mean Length of Utterance and Type/Token Ratio and aspects specific to sign languages such as the use of POINTS in two sign combinations. Recommendations will be made with respect to the improvement of observational research on language acquision of DCDP and DCHP.
Ontwikkelingen met Betrekking tot het Onderwijs in Eigen Taal en Cultuur
Authors: Driessen Geert
Published: March 2014

For some 25 years now, ethnic minorities in the Netherlands have been offered the possibility to receive Minority Language and Culture Teaching (MLCT). This paper provides an overview of the policy developments with regard to MLCT. It takes a closer look at the arguments in favour of MLCT, on which that policy is based; the arguments against MLCT in reply to this are also presented. Empirical research results are summarized to explain that the practical conditions under which MLCT has to be organized are not favourable. Within this framework the results of evaluation studies carried out in the Netherlands into MLCT are discussed. Partly on the basis of these results, a number of advisory committees appointed by the government have in recent years come up with various recommendations with regard to the future of MLCT. The conclusion is that this future is not a very optimistic one.
An Experimental Study on the Learning of Arbitrary and Non-Arbitrary Gender of Pseudo Dutch Nouns by Nonnative and Native Speakers of Dutch
Authors: Zekhnini Ahmed , Hulstijn Jan H.
Published: March 2014

In this article we addres the question of whether, and to what exetent, noun gender attribution in languages such as French, German and Dutch can be formulated in terms of
- semantic morphonological rules
- competing semantic and morphonological cues
- arbitrary idiosyncratic features
In addressing this question we carried two learning experiments in which adult subjects, native speakers of Dutch and nonnative second language learners of Dutch, had to learn pseudo Dutch nouns. Our attempt was to provide some counter-evidence to falsify some claims Caroll (1989) made. In Caroll's view, L1 learners of French encode noun gender as an inherent feature of the noun in an obligatory fashion whereas English learners of French learn nouns as words distinct from their determiners.
We argue, from the evidence we provide in our study, that the learning of gender values are equally difficult (or easy) for young native speakers, older native speakers, and nonnative speakers when these values are arbitrary. However, when learning the nonarbitrary gender values, it is easier for older native speakers to encode gender of nouns because they have already acquired many nouns from which cues or rules can be derived.
Een Nieuwe Taal - Bekende Woorden
Authors: Blok-Boas Atie
Published: March 2014

In this article it is argued that the discussion about the effects of cognates on the acquisition of vocabulary should not be limited to cognatepairs in L1 and L2, but should also take into account the possible knowledge of cognates in other languages. Beginning students of Italian L2 scored equally well in the interpretation of Italian words with cognates in Dutch and English as in the interpretation of Italian words with cognates in English but not in Dutch.
Between students without any knowledge of Italian and students with some minimal knowledge ('a holiday in Italy') there was a signficant difference in the number of correctly interpreted words. Since the words had a low frequency rate, the difference is attributed to a greater awareness of Italian wordform in general. This implies that awareness of morphological regularities is formed in the initial stages of the acquisition process and is actively used in interpretation of words.
Transparancy is also a factor in the interpretation of new words. The results seem to confirm the hypothesis that cognates in which Italian morphology determines only the ending of the word are easier to recognise than words with discrepancies in stem and ending.
Allochtone Leerlingen en Allochtone Talen in Het Voortgezet Onderwijs
Authors: Aarssen Jeroen , Broeder Peter , Extra Guus
Published: March 2014

Owing to processes of migration and minorization, the Netherlands is increasingly developing into a multicultural society. Litde information, however, is available about the actual composition of this multicultural society. Statistics on immigrant minority groups are commonly based on nationality and/or birth-country criteria, which both suffer from increasing erosion. Ethnic self-categorization and home language use have been suggested as complementary or alternative criteria. Particularly in the context of education, data on home language use of immigrant minority pupils can supply relevant information on the multicultural composition of schools. In fact, such data are essential for language planning and educational policy. We carried out a language survey at two schools for secondary education, with a total group of 1305 respondents. The study establishes empirical evidence on: the distribution and vitalily of immigrant minority languages of pupils in secondary education; the complementary or alternative value of the home language criterion for the definition and identification of immigrant minority pupils; and the participation in and need for immigrant minority language instruction. Procedural matters (quality of the form, distribution to and within schools) are also investigated.
Kinderliteratuur als Knooppunt
Authors: Hermans Marianne
Published: March 2014

The results of the pilot study reported on in this article indicate that the combination of children's books supplementary to the biology lessons does not diminish reading-achieve-ment test scores, and that there seems to be an advantage in domain-specific word knowledge. For 14 weeks, the time normally spent on unsustained silent reading in class was filled in by reading on particular subjects that were being discussed in biology lessons. The basic research assumption was that reading various texts on the same subject would not only positively affect the children's knowledge about this subject but would also improve their reading skills and their attitudes towards reading. The experimental group scored significandy better than their peer group on a domain-specific vocabulary test. This indicates that the books were used as stepping stones for building mental knowledge structures. Tests with respect to the other variables such as reading skills yielded no significant differences between the groups. However, post-hoc analysis showed an advantage for pupils from the lower social groups. Their attitude towards reading impro-ved considerably, in which respect they differed significandy from their peers. The results seem to confirm the ideas expressed in the international literature about content area reading and in aspects of schema theory. By reading the books in combination with the biology lessons, certain schemata could be activated which enable the pupils better to understand the new information and store it firmly in their memory. The redundancy of important words appearing in various contexts is a determinant of word knowledge.
Schrijfvaardigheid en de Meting Van Voorkennis
Authors: Frie Lonneke
Published: March 2014

Students' performance on writing tasks has shown to be variable. Students do not write texts of a constant quality. Research has shown that to some extent variations in prior knowledge can account for the difference in text quality, especially topic knowledge and knowledge of text types. This article argues that research on the influence of prior knowledge on writing lacks an explicit definition of such knowledge. An overview of theories on types and qualities of knowledge is presented to give a more detailed definition of prior knowledge. Furthermore, it is argued that research methods differ in the extent to which they are suited to measuring a specific type or quality of knowledge. A word-association task is described as an example of a method that can be used to measure a range of qualities of prior knowledge.
Argumentatieve Teksten Leren Schrijven en Lezen Door Observeren
Authors: Braaksma Martine , Rijlaarsdam Gert
Published: March 2014

Couzijn (Couzijn, 1995; Couzijn & Rijlaarsdam 1996) showed that learning to write and read argumentative texts is facilitated by observation tasks. Compared with executing the exercises themselves, observing others executing the tasks proved to be more beneficial in learning and transfer. In this article, we report on a detailed analysis of Couzijn's data, exploring the different learning activities in the observation task. An analysis of pupils' observation tasks showed differences in the mean percentage of process-oriented elaborations. Central to this article is the question: which features of instruction lead to process-oriented elaborations? Some features are discussed: different formulation of instructions and differences in the object of observation. It turns out that in observing readers, pupils elaborated more on the reading process than on the writing process when they were observing writers. Another finding was that good writers stimulated more process-oriented elaborations than weak writers.
Met Het Oog op Vertalingen
Authors: van Heest Cocky
Published: March 2014

After studying the functional model for translation quality assessment created by Hulst (1995) and primarily aimed at revealing textual relations, we addressed the question whether this model would enable us to define 'functional' errors, i.e. errors that obscure the textual relations in such a way that the text function cannot be understood properly. To find an answer to this question, two Spanish texts were analysed according to the method of text analysis of Hulst's model, and subsequently, 26 Dutch translations were broadly analysed. A systematic comparison of the translation errors with the analyses of the source texts demonstrated that errors causing changes in textual relations nearly always reduce the comprehensibility of the text, while other mistakes do not cause misunder-standing. Hence, the research has demonstrated that in fact a distinction can be made between 'functional' and 'non-functional' errors, and the criterion for such a classification is not the type of error, but its effect on the textual relations. An investigation among Dutch readers of the translations has convincingly confirmed this conclusion.
Negotiation of Target Language Discourse in Foreign Language Learning
Authors: Eckerth Johannes
Published: March 2014

This study investigates discourse in foreign language classes where the focus is both on form and on meaning, i.e. discourse where students talkin and about the foreign language. Two clasroom activities are analysed. First, language-related questions posed by students in a German as a second language class, and second, text reproduction tasks in a German as a foreign language class at a Dutch secondary school. During these activities students construct and verbalise hypotheses about the structure of the foreign language. It is argued that recording these verbalisations supplies data which allow insights into ongoing learning processes concerning the interaction of the learners' internal L2-knowledge with the perceived L2-input.
Both activities are discussed on acquisitional, methodological and didactic levels. It is concluded that they represent significant learning opportunities and that they should be further developed.
Eerste-Taalverwerving en Functionele Grammatica
Authors: Boland Annerieke
Published: March 2014

Typological research has shown that most linguistic universals may be described as implicational hierarchies: if a language has x, then it also has y, but not the opposite. This article discusses the question if these universal hierarchies are somehow reflected in first language acquisition. To test this hypothesis, the acquisition of adverbs in English is examined. The adverbs are classified according to their communicative function, their morphological structure and their deictic status. Functional Grammar serves as a theoretical linguistic base for this investigation. The results sofar suggest that the implicational hierarchies may indeed play a role in language acquisition, although this is not a sufficient explanation.
Leessnelheid in Vreemde Talen
Authors: Nienhuis Lydius , Danhof Wim , Peet Marijke
Published: March 2014

This paper presents the results of two studies on the reading rate of students after 5 years of secondary education, including French and English as foreign languages. The reading processes investigated were, in the terminology of Carver, rauding (i.e. 'normal' reading), scanning and learning.
As is known from research by Segalowitz, even skilled bilinguals attain an L2 reading rate of only 60-70% of that in their native language. Our students cannot be considered really 'skilled' bilinguals. So it is not surprising that, during the 'normal' reading process (i.e. the process of rauding) of French texts, our students arrive at a reading rate that is considerably slower; they attain a reading rate of 42-48% of the rate of comparable Tl readers; they read about 104 words a minute in French. The reading rate of our students in English as a foreign language is somewhat better: they arrive at a rate of 137 words a minute; this corresponds to 58.6% of the reading rate of comparable Tl readers in English.
Strikingly, reading rates in three reading processes: scanning, rauding and learning, as described by Carver, differed proportionally for our readers of French in nearly the same way as for native-language readers of English. In the three cases, students arrived at a reading rate of about 40-45% of that in native-language reading.
Lexicale Transfer bij Tweede-Taalverwerving
Authors: van Eerden Leontine J.C.
Published: March 2014

This research focuses on lexical transfer the transfer of word meanings from LI to L2. Firstly, the relationship between prototypicity (here: descriptiveness) and transferability was examined in the field of colour words. Secondly, the influence of the target language and of the language level of L2 learners on transfer was investigated. Three groups of colour words were composed, decreasing in prototypicity, from descriptive (a blue door), to semi-descriptive (blue with cold), and non-descriptive (a blue note). Students of three language levels were asked to judge the descriptiveness of colour words and their translatability in French/German.
This research provides evidence of the relationship between prototypicity and transferability. The target language and the language level of the L2 learners appeared to be significant The learners of German transferred more than learners of French, but the development of the transferability judgements was comparable for the two languages.
Het Leren van Polyseme Woorden Vanuit de Kernbetekenis
Authors: Lowie Wander , Verspoor Marjolijn
Published: March 2014

Studies in vocabulary acquisition have shown that guessing words from context may have a positive effect on eventual retention, but is not necessarily the most effective or efficient method in instructional settings. However, when cognitive linguistic insights into the conceptual links between different senses of polysemous words are applied, the guessing method can be made more effective by stimulating learners to develop 'precise elaborations'. For the acquisition of the abstract, figurative senses of polysemous words, precise elaborations can be accomplished by providing core meanings of these words. The assumption that providing core meanings will positively affect retention was tested in a series of experiments. In this paper, we report on the latest of these experiments, in which one half of a group of Dutch learners of English were given core meanings, while the other half was given another figurative meaning. The results show that guessing a figurative sense of a polysemous word is more successful when providing a core sense than when providing another figurative sense.
'Maar Meneer, Waar Zit Die Toedoen Dan?' Schoolse Taalvaardigheid In De Tweede Fase
Authors: Rekers Clara
Published: March 2014

"The world becomes more comprehensible to us when we are able to tell a coherent story about it" (Kintsch 1998, 18). The process of learning, from the language in books to the language in an exam, demands school-language proficiency. This research project tries to define what children at higher levels of secondary education (ţweede fase ('second phase)) should know about the Dutch language, and what skills they need to be successful at school. Furthermore, the question is which aspects of the so-called 'school-language proficiency' can be problematic in the learning process of the originally non-Dutch. A description of the literature on school-language proficiency is followed by interviews with three groups of experienced teachers (alpha, beta and gamma), who were asked which areas can cause problems for non-native students. Not (or not completely) knowing the meaning of (the application areas of) words can cause problems.
Also the linguistically offered, sometimes strongly culturally bound, context information can distract students' attention from the scientific content they should focus on. Also other areas such as strategy, lack of contextual information, and monitor-behavior can cause problems. Furthermore, the impression arose that school-language proficiency is strongly linked to the specific knowledge of the subject in question, and that that knowledge is stored separately per subject in the students' brain. Insight into bigger relations comes at a later age, and only with that insight does the capacity to express these interrelations linguistically develop.
De Productie Van Temporeel En Causaal Complexe Zinnen
Authors: Troost Casper
Published: March 2014

This article deals with the linearization problem (Levélt, 1989). Alore specifically, it focuses on the position of temporal and causal expressions in Dutch complex sentences. As these expressions may occupy several positions in the independent clause, the question is: what position do they have in texts? Is there a dominant order, and if there is, how can we explain it? In the literature, three possible ordering constraints can be identified: frame structuring, isochrony, and thematic coherence. It is unclear how these principles interact. The present study will show that the interaction of the constraints can be explained partially by cognitive economy, which states that a language user prefers to minimalize his cognitive costs during language production. This can be seen both from the point of view of the producer and from the point of view of the interpreter.
Het Gebruik Van Connectieven Door Franstalige Leerders Van Het Nederlands
Authors: Perrez Julien
Published: March 2014

This article examines first tendencies towards connective usage by French-speaking learners of Dutch. Two sorts of discursive markers were analyzed, viz., attitude and relational markers. The results show two main tendencies. On the one hand, the learners seem to overuse attitude markers. This has been explained by stating that it could be a sign of the difficulty they experienced in organizing texts, establishing coherence and introducing their opinion. This inclination has also been observed for the learner use of the causal connective dus ('so, therefore'). On the other hand, the investigation of the learner usage of backward causal connectives suggests that beginners use a reduced set of frequent connectives, while more experienced learners make use of a more varied set of connectives. The tendencies observed and hypotheses advanced will have to be quantitatively and qualitatively elaborated further in future research as well as expanded to other kinds of connectives.
Visuele Woordherkenning in Tweetaligen
Authors: Tuinman Annelie
Published: March 2014

The bilingual visual word-recognition experiment described in the article focused on the recognition of cognates, noncognates, and interlingual homographs in more and less proficient bilinguals and was designed to test the following hypotheses:
1. There is a difference in reaction time to cognate, noncognate, and interlingual homograph words compared with control words.
2. There is a difference in reaction time to cognate, noncognate and interlingual homograph words, compared with control words, between bilinguals with different levels of proficiency in their second language.
Both proficiency levels recognized cognate words significantly faster than control words. Both novice and proficient bilinguals recognized noncognate words faster than control words. Low-proficiency bilinguals did not react faster to cognate words than to noncognate words, whereas the more proficient bilinguals did. This can be explained by a ceiling effect. Low-proficient bilinguals showed no effect in reaction time for interlingual homographs relative to the control words; the more proficient bilinguals showed an inhibitory effect. This could be because proficient bilinguals are more familiar with the less frequent (i.e., English) reading of the homograph.
Co-speech Gesture in Anomic Aphasia
Authors: Orgassa Antje
Published: March 2014

The use of gestures during "normal" speech production is well investigated and understood. In contrast, little systematic research has been carried out to examine gesture behaviour during non-fluent aphasie speech production, which is characterized by considerable anomia and hesitations. However, by comparing gesture behaviour during fluent, hesitant, and anomie speech, gesture research in aphasia can provide insight into a more general question: the nature of the interaction between verbal and manual expression. Furthermore, such research can help to evaluate the usefulness of therapy methods that try to stimulate verbal communication through nonverbal action. In this study, gesture behaviour (type, quantity, synchrony, handedness and function) related to speech production was examined and a comparison made between a male aphasie and a healthy counterpart. The collected data were separated into three different levels of fluency and then categorized according to McNeill's system, with additional features specific to anomie gesture behaviour. A comparison of the behaviour of the two informants reveals that there is no significant difference in their gestures during fluent speech production, Clear similarities were also observed in the two modes during hesitant speech production. With respect to anomia, the results of this study suggest that gestures do not have a compensatory or facilitative function. Consequently, it is questionable whether word retrieval during anomia can be prompted by nonverbal stimulation.
Accents, Attitudes And Scouse Influence In North Wales English
Authors: Cremer M.
Published: March 2014

This sociophonetic study is concerned with the relationship between attitude and behaviour in language. A two-fold research design investigates the English accent spoken in and around Bangor, North Wales and the influence of Liverpool English on that accent in relation to people's attitudes. The speech of adolescents and elderly participants from higher and lower socioeconomic backgrounds has been recorded. Participants' linguistic behaviour, categorized through accent judgements, has been compared to their attitudes toward two accents from the area, Welsh English and Liverpool English, as expressed in an attitude questionnaire. Phonetic measurements investigate whether affrication of ,/t/ in North Wales English is a result of Scouse influence. The study has found the Welsh English accent to be a lower class norm, whereas among higher class speakers BBC English is the popular (prestige) norm. A clear influence of Scouse has been found, although only in the speech of lower class teenagers. Affrication of /t/ is shown to be a characteristic of a North Wales English accent. The study confirms the strong relationship between affective attitude and (linguistic) behaviour. Interestingly, it has been found that people's accents are not always congruent with their attitudes.
Are You in English Gear?
Authors: Bultena Sybrine
Published: March 2014

It is assumed that the overall combination of the positioning of speech articulators such as the tongue, jaws and lips differs per language, which is commonly referred to as articulatory settings. Previous studies involving analytic listening, as well as acoustic analyses and those based on modern scanning techniques that can visualize the vocal tract claim to have found evidence for the existence of articulatory settings; yet, thus far none of these seems to have found unambiguous measurable evidence for language specific settings. The present study attempts to acoustically measure differences between the settings of English and Dutch under optimal conditions, based on within-speaker comparisons of comparable vowels in similar phonetic contexts. Formant frequencies of eight different Dutch-English vowel pairs that appear in interlingual homophones produced by five advanced Dutch learners of English were measured for this purpose. Statistical analyses of the acoustic data seem to point to overall distinct patterns in the positions of Dutch and English vowels, which can be related to the language-specific settings of the two languages examined. Most of all, the outcomes of the analyses seem to highlight the dynamic nature of articulation, which can explain the difficulty previous studies have encountered.
Segmentation of Reduced Speech by Native and Non-native Listeners of Dutch
Authors: Meijer Netta
Published: March 2014

This study investigates whether there is a difference between native and non-native speakers of Dutch in the segmentation of reduced and unreduced Dutch forms. For this purpose, two segmentation tasks were constructed, measuring both speed and accuracy of segmentation. Participants were presented with full and reduced auditory input and had to indicate how many and which words they heard. Native speakers were faster and more accurate than non-native speakers in segmenting unreduced and reduced speech. This may be ascribed to non-native speakers' inability to effectively use Dutch segmentation cues. They may also be less able to use reconstructive processes. More notably, non-native speakers were better at counting words than identifying them. This may represent a phase in the - what seems to be a - gradual process of the acquisition of segmentation skills. This study constitutes a stepping stone toward bridging the gap between studies of segmentation and studies of reduction processes.
Dyslexic Subtypes and Literacy Skills in L2 Opaque English
Authors: Haisma Joyce
Published: March 2014

In theory, opaque orthographies should pose more difficulties for people with developmental dyslexia than transparent ones. (Frost, 2005). However, studies (Miller-Guron & Lundberg, 2000; Van der Leij & Morfidi, 2006) show that some people with dyslexia are better at reading L2 English than their L1 transparent orthography. The current study suggests that they have a form of dyslexia known as phonological dyslexia. On the basis of the dual-route model (Coltheart, 2005), it is proposed that membership of a dyslexic subtype - phonological or surface - influences success in dealing with orthographic depth. To test this, Dutch teenagers with phonological and surface dyslexia performed Dutch and English orthographic competence and spelling tasks. The results seem to indicate that people with phonological dyslexia are more successful in reading English as an L2 opaque than Dutch as an L1 transparent orthography; however, in the case of spelling, the reverse pattern is observed.
The Acquisition of Gender Agreement in the Determiner Phrase by Bilingual Children
Authors: ter Avest I.J. , Mulder K.
Published: March 2014

In this paper, we looked at the acquisition of gender agreement in the DP by bilingual children acquiring both a Romance (Spanish or French) and Germanic (Dutch) language. The prediction was that gender agreement would be acquired earlier by bilinguals in their Romance language than in Dutch. Seven French/Dutch and nine Spanish/Dutch children participated in a sentence completion task created to elicit gender-marked determiners. It turned out that the French/Dutch bilinguals made more errors in gender assignment in Dutch than in French, which confirms this hypothesis. The Spanish/Dutch bilinguals showed atypical behaviour, omitting articles in both Dutch and Spanish quite frequendy, which indicated a delay in both languages. Since the French/Dutch bilinguals were more proficient in both languages than their Spanish peers, we suggest that a certain proficiency in the two languages must be attained in order to prevent a delay in acquisition.
Interculturele Communicatie
Authors: ten Thije Jan D.
Published: March 2014

Intercultural communication is a fast growing interdisciplinary research field. Its interdisciplinary character leads to four types of linguistic analysis which build on each other: 1. contrastive analysis, 2. interlanguage analysis, 3. interaction analysis, 4. transfer analysis. In this article, Master theses using these types of analyses (except the interlanguage analysis) are presented in relation to each other. The studies are mosdy explorative because there are few methods, concepts that are readily applicable in this relatively new field. However, the studies show the relevance of each of the methods of analysis. The contrast of analysis supplies insights necessary for an interaction analysis, since the latter detects the effects of cultural differences in ongoing discourse. Moreover, the interaction analysis investigates structures that can not be traced back to the cultures in contact and result from the contact itself. The results of both contrast and interaction analysis are necessary to study how aspects of intercultural competence can be taught and learned, which the focus of transfer analysis is.
Opvattingen Over Nederlands En Andere Talen Als Instructietaal Op Aruba En In Suriname
Authors: Kroon Sjaak , Kurvers Jeanne
Published: March 2014

The Republic of Suriname in South America and the Carribean island of Aruba are both former Dutch colonies. After its independence in 1975 Suriname opted for maintaining Dutch as an official language and a language of education and also in Aruba, which is nowadays an autonomous part of the Kingdom of The Netherlands, Dutch remained the official language and the language of instruction in education. The fact that Suriname and Aruba are both multilingual societies - Suriname has some twenty different languages and in Aruba, apart from Dutch, Papiamento is the main language - over the years gave rise to heated debates about what language or languages should best serve as a medium of instruction in schools. This question was investigated by means of a survey that was administered with 200 respondents in the case of Aruba (educational professionals and lay people living in Aruba) and 315 in the case of Suriname (partly living in Suriname and partly in The Netherlands). The investigation showed that on Aruba lay people, among which parents of school going children, are the main advocates of Dutch as language of instruction in schools whereas educational professionals show a clear preference for including Papiamento as a language of instruction. In Suriname on the other hand, both groups of respondents showed a clear preference for using Dutch as a language of instruction. These outcomes seem to be related to differences in the linguistic landscape in Suriname and Aruba and to the different colonial history of the two countries.
De Ontwikkeling Van Een Instrument Voor Het Meten Van De Voorleeservaring Van Kleuters
Authors: Gosen Myrte N. , Besselse Maaike , de Glopper Kees , Berenst Jan
Published: March 2014

When children enter school at the age of four, they are expected to differ in their experience with reading-aloud of picture books and stories. Experience with reading-aloud influences their further development. Therefore, insight in the amount of experience with reading-aloud is useful. Until now, there was no measurement instrument available for children in the age range of 4 to 6 years old. This paper describes the development, design and measurement qualities of such an instrument. The reliability of the so-called VLES-K is acceptable and there are a number of positive indications of the validity. However, continuation of development is needed to improve the VLES-K and to keep it up-to-date.
Op Zoek Naar Metaforen In Het Frans
Authors: Reijnierse W.Gudrun
Published: March 2014

As a result of the increased interest in metaphor research in the last three decades and the need for a formal, systematic method to identify metaphors in discourse, the Metaphor Identification Procedure (MIP) was developed (Pragglejaz Group, 2007). This procedure aims to identify metaphors in an objective way by using a dictionary as a work of reference instead of the intuition of analysts. The procedure was originally developed on the basis of (British) English.
The present study investigates to what extent it is possible to directly use this procedure for the identification of linguistic metaphors in French. An almost 40,000 word corpus was analyzed with the help of the MIP and this study discusses both dictionary related and language specific issues that arose during the annotation process. It is shown that the MIP can quite easily be applied to French, but that for some issues adaptations to the procedure are needed.
Betrouwbaarheid Van Spontane Kindertaalanalyses
Authors: van Severen L. , van den Berg R. , Molemans I. , Govaerts Paul , Gillis Steven
Published: March 2014

Consonant inventories are commonly used phonological measures for analysing spontaneous speech data of young children with a normal or disordered language development. However, a standard procedure is lacking. In this study, different consonant inventories are derived following the guidelines of various existing procedures. Consonant inventories have usually been drawn from speech samples varying substantially in size. The size of the consonant inventories, however, is strongly related to the amount of speech data analyzed. Therefore, speech samples of equal sizes across children and across observation sessions should be used, a requirement often neglected in language acquisition studies.
Spreken is Goud?
Authors: Ruttink Mariska , Coussé Evie
Published: March 2014

This paper aims to examine the existence of silence in language acquisition for learners in a multilingual environment using a survey conducted among the Dutch population in Sweden. The objective of the study was to investigate the extent to which children learning Dutch from their parents in a predominantly Swedish environment experience a silent period. The results show that a large proportion of the participants exhibit a silent period before the age of six. Furthermore, the most important influence on the children's acquisition of the minority language, Dutch, is the choice parents make with regard to the languages they use within the family, rather than any outside influences.
The Development of Formulaic Sequences in Dutch L2 Learners of English
Authors: Smiskova Hana
Published: March 2014

This article reports on a longitudinal study of the development of formulaic sequences in 22 teenage Dutch learners of English in high and low input conditions (Dutch bilingual TTO and Gymnasium). Written samples of language were collected monthly over a period of 3 years and analyzed using a holistic, integrated approach to the identification of formulaic sequences (chunks). Our results have revealed different developmental tendencies in our low and high input groups, even though both started off with no significant differences in the overall number of chunks (p>.05) and with a comparable proportion of different chunk types. While low input learners developed a limited range of mostly grammatically-based chunks, high input learners show increase in a wide range of chunks types. These are more lexical, idiomatic, longer and more complex in structure, which is reflected in numerous overlaps and nested sequences. High input learners also show considerable increase in chunks which can be used to construct longer and more complex sentences. However, although the contrast between the two groups in the increase of chunks is striking (p=.001), clear individual differences in developmental paths have been detected. These will be explored in further studies.
Verwervingsvolgorde van Relationele Coherentie Bij NT1- en NT2-Kinderen van 4 tot 8 Jaar
Authors: Vermeer Anne
Published: March 2014

This article focuses on the emergence of relational coherence in linguistic expressions such as and, but, then, while, until, before. When do children start expressing relational coherence through various additive, temporal and causal connectives? Within a cognitive theory of coherence relations (Spooren & Sanders, 2008), it is on the basis of their increasing cognitive complexity that predictions are made about the order in which these coherence relations and their linguistic expressions are acquired. This means that causal connectives do not appear before additives, negative connectives not before positives, and temporal connectives occur after non-temporal ones.
We investigated these claims in a longitudinal study on the development of story telling skills in 93 Dutch monolingual and bilingual children between the ages of 4 and 9. The results show a strong increase over time in the number and the diversity of connectives. We found evidence for all the hypotheses emerging from Spooren and Sanders' cognitive theory of coherence relations. We found that there are no significant differences between monolingual and bilingual children in their use of additive, temporal and causal connectives. Finally, it turned out that girls use significantly more additive, temporal and causal connectives than boys do at all periods in time.
"Turn Right at the Camels"
Authors: Pereira Gerardine
Published: March 2014

This paper investigates how dyads of test subjects establish shared orientation and signal understanding using deictic gestures in task-based discourse. My findings show that participants co-construct routes using collaborative pointing, which is often accompanied by overlap in speech. The data also reveal that one participant sometimes acts as the sole speaker while the other one adopts the speaker's orientation. My data suggest that listeners then establish a shared orientation by an embodiment of the speaker's gesture (cf. McNeill, 2008; 2010). Verbally, this ratification is carried out either by overlap or by repetition of directions and route plannings. My research highlights the special nature of deictic gestures in discourse based on an explicit task, as opposed to, for example, narrative production, and reveals strategies that co-participants apply to ratify agreement.
The perfect and the preterite in Australian and New Zealand English
Authors: Elsness Johan
Published: March 2014

The distinction between the present perfect and the preterite verb forms is one of the comparatively few points of English grammar where clear differences have been noted between the various national varieties, not least between American and British English: it has often been pointed out that the present perfect is used more extensively in the latter variety. This chapter takes up the distribution of the two verb forms in Australian and New Zealand English. A wide use of the present perfect is documented in both antipodean varieties, but especially in Australian English. At the same time a trend is recorded for younger speakers of Australian English to be moving in the direction of the more restrictive American English norm.
No in the lexicogrammar of English
Authors: Peters Pam , Funk Yasmin
Published: March 2014

This paper analyzes the continuing uses of no in negative collocations in three varieties of English: Australian, New Zealand and British, using their respective ICE corpora. In all three varieties of English, the use of no as determiner in nominal phrase collocations far outnumbers its use in adverbial collocations, though the latter cluster high in the frequency rankings for both speech and writing. Comparative analysis finds that while Australian English makes more use of no as a reaction signal (No!) and its emphatic counterparts (e.g., No way!), the New Zealand English data present a wider range of freely formed no collocations, especially in writing. Thus the two southern hemisphere varieties diverge, with no increasingly fixed into Australian lexical idiom, while it remains a well-utilized syntactic resource in New Zealand English.
Infinitival and gerundial complements
Authors: Mair Christian
Published: March 2014

The present contribution investigates three patterns of non-finite clausal complementation which are known to be variable in contemporary British and American English, namely the use of bare and to-infinitives with help, the presence or absence of from before gerunds following the verb prevent, and the choice between infinitives and gerunds as complements of begin and start. On the whole, Australian and New Zealand English usage displays a broadly “British” profile of variation, and differences between the two antipodean varieties are minor. While not spectacular in themselves, these findings fit quite well into long-term developments that have been shaping the complement-clause system of English in the Late Modern period. Australian and New Zealand English are taking part in these world-wide drifts at a pace comparable to British English. In particular, no rapid recent “Americanization” of usage can be observed.
Like and other discourse markers
Authors: Miller Jim
Published: March 2014

This analysis of like as a discourse marker looks at its meaning relative to its position in the clause, and the discoursal context including the type of interaction. The data come from the Australian and New Zealand ICE corpora, and additional transcripts of Australian radio talkback programs. Like is the sixth most frequent discourse marker in the data, found in speech, both scripted and unscripted, but absent from writing. Clause-initial like can be glossed as “for example”; clause-medial like is a highlighter; clause-final like has to do with explanations and preventing hearers making incorrect inferences. Clause-final like is attested in novels by Scott and Hogg, and much older than generally thought. In the antipodean corpus data, like is used by speakers ranging from teenagers to 50-year-olds, including manual workers, skilled tradesmen, and various types of professionals.
Final but in Australian English conversation
Authors: Mulder Jean , Thompson Sandra A. , Penry Williams Cara
Published: March 2014

In contemporary Australian English but has progressed through a grammaticization continuum to become a “fully developed” final discourse particle. Here we document the place of Final Particle but in Australian English. Firstly, we make a case that it provides further evidence of the mixed origins of Australian English. Secondly, we show how prosody, turn organization, and speaker interaction indicate that Final Particle but marks contrastive content and is a turn-yielding discourse particle. Thirdly, we establish through survey data that its usage in Australian English differs from that in American English and that but as a Final Particle can be seen as a distinctive feature of Australian English. Lastly, we argue that Final Particle but has social meaning and can index “Australianness”.