bluuebunny/crossref_metadata_2025 huggingface dataset:
Tekstanalytisch Onderzoek Van Een Functionele Schrijfopdracht
Authors: Boekelder Angélique
Published: March 2014

This paper reports on the results of a detailed analysis of a functional writing assignment taken from the International Study of Written Composition of the International Association for the Evaluation of Educational Achievement (IEA). 15\16 year olds were asked to write a short notice of absence to their school principal. The corpus consisted of 299 texts.
For the analysis of these texts four content elements deemed necessary for successful communication were chosen. These elements were:
a = a reminder of (the time of) the appointment
b= informing of its cancellation
c = giving the cause for the cancellation (i.e. illness)
d = apologizing for the inconvenience.
The data revealed four ways of organizing this type of notice. Each version is characterized by the first element mentioned, i.e. element a, b, c, or d. The versions differed in three ways: the ordering of the essential content elements, the number of incomplete texts per type, and the inclusion of additional information.
Each of these three factors influenced the quality ratings of the texts. A formula weighing the various orderings and the absence of one or more of the information elements allowed a reliable reconstruction of these ratings. Whether the weights accurately estimate each of the features contribution to the functional adequacy of the communicative intent of the text will be the topic of a follow-up study.
The data show that neither writing proficiency nor gender could explain the student's choice of one of the four versions. The fact that the versions were rated differently, raises doubts concerning the fairness of the task.
Schrijfvaardigheidsmetingen
Authors: Schoonen Rob
Published: March 2014

In the assessment of writing ability it is difficult and costly to rate the students' texts reliably. Using more structured writing tasks and rating procedures could help avoiding some of the assessment problems. However, structured tasks and rating procedures threaten the validity of the writing assessment. This balance between (rating) reliability on the one hand and validity on the other hand is the main focus of this paper.
In the present study five different types of writing task were evaluated. The writing tasks represented different degrees of structuring. Two tasks could be regarded as direct measurements, two as semi-direct measurements and one as an indirect measurement.
A way to improve rating reliability is to structure the rating procedure as opposed to structuring the writing task. Two scoring methods were compared with respect to the ratings they produced for two tasks: the specified and the stuctured task. The methods consisted of (1) essay scales with example essays as 'range finders', and (2) scoring according to strict scoring guides (counts). The structuring of both the writing task and the rating procedure were expected to simplify the assessment of writing ability and to improve the reliability of the measurements.
The effects of writing task and rating procedure on reliability of individual raters (five raters with the direct measurements, three with the semi-direct measurements) were analysed with ANOVA's. The results did not completely support the theoretical assumptions. However, as expected, the semi-direct tasks were rated far more reliably than the direct tasks. The (small) differences between the two direct respectively two semi-direct tasks showed a positive 'structuring effect', i.e. gain in rating reliability. Furthermore, the rating 'with scoring guides' was shown to be more reliable than the rating with essay scales. This difference was related to the aspect of the texts being rated: rating reliability appeared to vary between the rating procedures when content and organization were being rated, whereas no such difference was found in rating language usage.
Possible instrument bias was studied as a way of evaluating the validity of the writing assignments. No bias with respect to sex could be demonstrated, but there was a bias with respect to writing ability. Proficient writers seemed to be unable to produce a distinctive performance in semi-direct and indirect tasks, whereas less proficient writers seemed especially to benefit from the 'simplicity' of these more restrictive tasks. These findings appeared most strongly in relation to the content and organization scores.
In line with other evaluations of the validity of writing assignments (cf. Schoonen, 1991), one must conclude that the gain in reliability as a result of the structuring of the writing assignment also means a loss in validity, especially with respect to content and organizational aspects of texts. The rating of the essays is best done using essay scales rather than strict scoring guides (counts), especially when it concerns language use.
Schrijven in Een Tweede Taal
Authors: Blok-Boas Atie
Published: March 2014

In this article an attempt will be made to explain the nature of the non - native character of Italian L2 texts written by advanced Dutch university students by analyzing the various ways in which the nominal group is formed in these texts. It will be argued that the non -native character of the L2 nominal group is to be ascribed to an imbalance in the use of the possibilities offered by the target language, an imbalance that is the outcome of Ll-based choices.
Const
Authors: Beeken Jeannine
Published: March 2014

The proposed research and application programme can be seen as a text-constitutive programme, which enables the user to appeal to computerized information, while planning, formulating and revising a particular writing task.
The computerized information is stored in interactive modules, i.e. 1) a CONST-specific thesaurus and an adapted version of the electronic Van DALE 12 dictionary, 2) an algorithmic framework, actualized by a number of question-packages regarding business texts and memos, and 3) a set of corresponding predefined and ad hoc constructed structural descriptions.
Important topics of research are the symmetric internal and external electronic communication links inside and between the various modules, as for example the internal link between the two thesauri or the external links between structural description, question-package and thesauri.
What can be demonstrated, is a prototypical framework, in which each CONST-component is represented properly and in which the various communication links have been actualized.
Vakteksten Lezen In Nt2 Een Verkennend Onderzoek
Authors: Hacquebord Hilde
Published: March 2014

In the Netherlands, as well as in other Western European countries, many minority children are unsuccesful in their school careers. Their lack of achievement is, among other things, due to a language problem which is most probably related to literacy. In vocational education they are faced with the specific task of text comprehension in the content areas, which is a reading task and a learning task at the same time.
The study on which will be reported, concerns the assessment of text comprehension in relation to vocabulary and knowledge about some topics of the texts used in the same text-comprehension test. Dutch (L1) and foreign (L2) students were submitted to these tests in the first year of their vocational schooling. It was found that the L2-readers tend towards a top-down way of reading, which implies a stronger reliance on conceptual guidance than in L1-reading.
De (On-)Zin In Toetsvragen
Authors: van der Linden Ton
Published: March 2014

In most testing practices not only the ability or knowledge the test aims to measure is assessed, but also the reading ability of the tested person. The level of his reading ability interferes with the ability to be measured. Several 'communication-problems' between teacher and student reinforce the effect of this interferance. For non-native students with little or no experience with the test- and teaching customs of their host-country the effect is stronger.
In this article the author discusses the three main categories of this miscommunication:
- the question lacks an explicit instruction, causing uncertainty for the student as to what the teacher expects him to do;
- the way in which the question is stated makes that it does not ask what the teacher aims to ask, often caused by a lack of accuracy in the formulation;
- the question elicits information about an ability other than the one the teacher wants to get information about, caused by a wrong operationalization of the construct.
De Helft Is Goed Genoeg!
Authors: van Nunen Peter
Published: March 2014

The Dutch linguist Knuvelder once said that a writer generally succeeds in putting on paper only 90% of what he intended to write, that a reader understands only 90% of what he reads. A translator, who may be considered a privileged reader, understands therefore 81% of the original thought, translates it for 73% in order to make the new reader understand 64% of it. If we suppose that the average reader is not a privileged reader, we may assume that the reader of a translation understands more or less half of what was said in the foreign language. Partly this is due to the fact that language is culture-specific. A Dutchman will think that a Russian "dacha" is something like a second home, but is unable to make a representation of it, no more than a Russian is able to imagine what a "café" is, let alone the typically Dutch "bruin café". Like a Dutchman, a Russian will stand in line on Saturday morning in the supermarket, but unlike the Dutchman who will just have the time to read a small newspaper item before it is his turn, the Russian can buy another novel when he is half the line, because he has finished War & Peace while waiting. That poses the question: how should one translate Dacha into Dutch or second home into Russian, how should one translate "bruin café" or "stand in line"?
Papier Is Geduldig
Authors: Jansen J.P.M.
Published: March 2014

Translation usually is a solitary activity, but it is often taught in the classroom and not as a skill (or art) leading to a goal, a text in a target language, but as a means of helping language learners to increase their awareness of the subtleties and intricacies of a foreign language. Unfortunately, teachers are rarely sufficiently equipped to anticipate all the variants which students may come up with in a classroom situation. It may difficult to convince students that certain options are wrong, and others acceptable only in a certain context. When the translation training does not take place in the classroom, but rather in a written form, on the basis of a large number of translations sent in by students, the teacher/author can select all variants in the quiet of his study, and argue his choice carefully and with an eye for details. An added advantage is that the teacher/author will be able to distinguish between very common mistakes, between variants which occur very often, and those that are very rare. For more than a century, the Dutch magazine De Talen [the languages] has offered students (in the broadest sense of the word) the opportunity to increase their language proficiency through carefully discussed translations. Five times a year, students are offered texts in French, German, Spanish and English for translation into Dutch, and five times Dutch texts must be translated into these foreign languages. Subscribers to the magazine can send in their attempts at a translation, using a pseudonym. These translations are corrected and used as the basis for a thorough discussion of all possible variants. It does not concern a correspondence course, although the submitted translations are graded, and these grades are published under the pseudonym. It is assumed that the mother tongue of the subscribers is Dutch, although quite a number of people whose native language is not Dutch use the magazine to improve their command of Dutch. This article, by the editor of the English part of the magazine, describes in some detail the history and setup of De Talen.
Het Belang van Naamschrijven in de Kleutergroep voor het Spellen in Groep 3
Authors: Kook Hetty , Vedder Paul
Published: March 2014

Studies into emerging literacy suggest that print activities in early childhood and kindergarten facilitate children's later learning of reading and writing skills. Few studies, however, specify what qualities of print activities are important. In our study we focus on the quality of kindergartners' name writing. We conducted a study with 23 kindergarten children of whom 14 could correctly write their own names and the others could not. We explored whether the children's name writing ability correlates with their spelling achievements in grade 1, one to one-and-a-half years later. Moreover, we wanted to find out whether children who could not write their names in kindergarten differed from children who could in terms of the type of spelling errors they made in grade 1. All children or their parents were immigrants from the Netherlands Antilles, a former Dutch colony in the Caribbean. Moreover, all children had an IQ of at least 90. Spelling achievements were measured with standardized tests in December, four months after the children had entered school, and in June, at the end of grade 1.
Children who had been able to write their names correctly in kindergarten produced significantly fewer spelling errors in grade 1 (December and June) than children who had not been able to write their names in kindergarten or had been unable to write them correctly. The two groups did not differ with regard to the type of errors they made. One group simply made more errors than the other. Most errors were of three types: (1) with ccvc words or ccvc words they left out the second (or the third) consonant (e.g. they wrote 'kaan' instead of 'kraan'; (2) they had problems with letter-sound correspondence: (a) they left out one of the letters of a long vowel (e.g. 'kran' instead of 'kraan'); (b) they changed the order of letters in diphthongs (e.g. 'leif' instead of 'lief' and (c) they did not correctly distinguish between consonants that resemble each other (e.g. 'vles' instead of 'fles'); (3) they changed the position of consonants in ccvc words or cvcc words (e.g. 'trap' became 'tarp' or 'koets' became 'koest'). The results suggest that the ability to write one's name in kindergarten affects the speed of the process of acquiring formal spelling rules in grade 1.
Beleefdheid en Sociale Afstand in Onderhandelingsgesprekken
Authors: van der Wijst Per
Published: March 2014

Negotiators mostly face a double task: on the one hand they must achieve a good result, and on the other hand they must establish or maintain a good relationship with their counterpart. This paper focusses on the latter part of the negotiator's task and, in particular on how this relational management is reflected in their language behaviour. A corpus of 28 simulated negotiations was studied within the framework of Brown and Levinson's theory of politeness. As predicted by this theory, negotiators who are not familiar with each other use more politeness strategies than negotiators who know each other well. This difference is particularly relevant for strategies of deference politeness. The paper concludes with a discussion of the unidimensionality of solidarity politeness and deference politeness, and the relation between different substrategies.
Menu-Gestuurde 'Natuurlijke Taal' Interfaces voor Intelligente Onderwijssystemen
Authors: Kanselaar Gellof , Erkens Gijsbert
Published: March 2014

In the DSA-project (Analysis of Dialogue Structure in interactive problem solving) we are studying the relationship between the cognitive aspects of information processing and the communicative process of information exchange during cooperative problem solving. On the basis of analyses of task-dialogues a prototype of a 'Dialogue Monitor' for an "Intelligent" Cooperative System has been implemented. The monitor is the central part of a computer-assisted educational program that 'thinks along' with the student and cooperates in jointly solving a problem task. For the actual interaction with this prototype a menu-based 'natural language' interface has been constructed. By means of interconnected menus the student can select constituents of the utterance he/she wants to create. The interface translates the selections made by the students into 'natural language' (Dutch) sentences. The advantages of this kind of interface are obvious: no ambivalent semantic parsing and no typing skill is required. Furthermore, the interface is very flexible and relatively easy to use. With the interface a large number of different sentences can be constructed (about 3.2 million). The 'Dialogue Monitor' programme has been used experimentally with students (10-12 years old) of two elementary schools. Prerequisites and methods for constructing a menu-based 'natural language' interface are discussed in this article. The first results of students using the interface will be reported.
Camille, Multimedia in het T2-Curriculum
Authors: Brouwer Jan
Published: March 2014

Computer assistance in the language learning process appears to become increasingly important. In spite of the costs institutions appear to be eager to take on board the technology. The object of this paper is to examine what motivates Dutch institutes of higher education to implement advanced computer-aided language learning environments in their foreign language courses. In this respect the social conditions for implementation and aspects of language learning theory are discussed. Next, the multimedia courseware resulting from the EU/Lingua-sponsored CAMILLE project is described. Finally conditions for a successful implementation of this courseware are analyzed with particular emphasis on the changing role of both teacher and student.
Correctief Handelen Door De Leerkracht Tijdens De Engelse Les
Authors: Edelenbos Peter , Sauter Kim
Published: March 2014

This paper describes a study the corrective discourse used by teachers during English language classes at Dutch primary schools. Two observational instruments were used to determine (a) at which points during the intructional interaction children are corrected, and (b) the types of corrective discourse used. The results obtained in this study show that a 6.8% of classroom interaction is devoted to the teacher's corrective discourse. Corrective discourse was found to occur mainly during homework revision, revision exercises, elaboration of new material, guided classwork and revision of exercises done individually. Teachers tended to use elaborate combinations of corrective types and features. Often, learners were encouraged in different ways to correct their own errors. Sometimes, however, teachers merely provided the correct answer.
The results presented are a small contribution to our knowledge of error correction in foreign language learning. The instrumentation used in this study could be used as a point of departure for further research.
Objects and Events in Child Language
Authors: Krämer Irene
Published: March 2014

Traditionally, transitive verbs are divided into two separate classes: obligatory and optional transitives. If no rules or principles are assumed to underly this distinction, when learning this, children must proceed on a verb-by-verb basis. Acquisition data of seven children show that it is very unlikely that children indeed proceed in such a way. I propose a unified analysis of transitivity in which objects are obligatory when the utterance denotes a Specific Event, i.e. a specific instance of the verb. When the utterance does not denote a Specific Event, the object is optional. Object appearance is then governed by lexico-pragmatic principles. I argue that the acquisition data is more easily compatible with the proposed analysis, and that the data show that children distinguish between Specific Events and other cases of verb use with respect to the occurrence of objects.
Hier is Woont Een van Mijn Vader Vriend Woont Hier
Authors: van de Craats Ineke
Published: March 2014

For this study we used data collected within the framework of the European Science Foundation Project on second language acquistion by immigrants. Data from the core informants, two Moroccan and two Turkish learners of Dutch, were analyzed. In the work on the acquistion of word order published by Klein and Perdue, a functional perspective was taken. In this study the analyses are carried out from a structural perspective: the principles and parameters model. This has several advantages:
phenomena below the level of the utterances can be analyzed;
lexical and functional categories can play a role in the acquisition process;
parallels can be drawn between nominal and verbal phrases;
the important role of the source language appears (contradicting the conclusi-ons drawn by Klein and Perdue). An acquisition process in four steps is outlined relating to which part of the syntactic tree is activated and which part not yet. In the third phase functional categories play an important role: they force the L2 learners to model their L2 utterances for a major part on the structure of their L1. This is expressed in creative constructions as the title exhibits. Restructuring occurs mainly in the last stage but this is reached by hardly any of the ESF informants.
De Waarneming van Klemtoon bij NT2-Studenten
Authors: Veenker Herman
Published: March 2014

Recently several research groups that are concerned with language acquisition have claimed, that suprasegmental information contributes to the learnability of natural languages. Specifically, it is claimed, that suprasegmentals enable the language learner to perceive and distinguish linguistic patterns in the stream of speech (Morgan et al, 1987; Mehler et al, 1988; Hirsch-PAsek, 1987). It has been shown, that suprasegmentals are immediately accessable to babies and require no learning process. This finding is compatible with psychological research that has shown, that the sensoric system of babies structures perception immediately after birth (see Van Geert, 1983 for an overview).
The present study deals with the use of suprasegmentals in adult second language learners. For several reasons it may be wondered whether adults have the same benefit from suprasegmentals like newborns. Therefore an experiment is conducted in order to investigate the ability of adult second language learners to distinguish several stress-patterns in Dutch. Several stress-patterns in two- and three syllabic words were investigated. The results indicate, that both groups of second language learners use a lexical and a perceptual strategy, that in the case of Level 1 students leads to a confusion of perceptual and lexical strategies, whereas Level Π students appear to seperate these strategies in a more appropriate way. The results are discussed in the perspective of language teaching. It is concluded, that the development of perceptual strategies need more attention in the classroom, since they might enable the student more effectively to explore a second language in communicative situations.
Van Door Naar Through en by
Authors: Cornells Louise , Cuyckens Hubert
Published: March 2014

The Dutch preposition door can be translated with through (typically in adverbial clauses of time/place) or by (typically as a marker for the passive agent and the causee). The choice between these two seems at first sight not to be very difficult for Dutch learners of English. This should come as no surprise if we assume — along with more traditional semantic descriptions of door — that there are two homonymous door's. However, we would like to propose that there is only one, polysemous door. After briefly looking at theoretical evidence from cognitive semantics for this proposal, we discuss experimental evidence from learners' translations of door. The results of the experiment show that the translation of door is not as easy as could have been expected. Indeed, when learners translate door as if there were two door's, they run into interesting difficulties. This seems to suggest that (1) learners would benefit from treating door as one, polysemous word and (2) that (theories of) (foreign) language learning and teaching could benefit from cognitive semantic insights.
Slips of the TONGUE in L2 Learner Speech
Authors: van Lieshout Anita
Published: March 2014

Slips of the tongue in L1 speech have been widely studied in detail as they can provide evidence about particular aspects of the speech production process and, in the case of slips produced by children, about language development. However, until now very little research has been done on slips of the tongue in L2 learner speech production, even though L2 slips might well provide evidence of the language development of L2 learners. In this paper I would like to present the results of a part of my MA thesis, in which I investigated whether claims about slips of the tongue in L1 speech production are also valid for L2 learner speech, and what they mean for the language development of L2 learners.
Vooruit- en Terugwijzen in Navertellingen en Persoonlijke Verhalen
Authors: Heesters Karin
Published: March 2014

A story teller may tell a story by simply putting together subsequent events and situations. However, he may also point forward to things that are about to come in the story (foreshadowing), or point backward to reveal the relevance of what is said here to what has been said before, often in the form of wrapping things up.
In my article I will first discuss the question how children foreshadow and wrap up information in two different story telling tasks: a story retelling of a picture story and a personal story, about events that the child has experienced itself. Secondly, I will address the question whether the amount of foreshadowing and wrapping up in the two story tasks is comparable.>
In the story retellings, foreshadowing and wrapping up were established by a global framework at the beginning of the story, local and global motivating states in the beginning and middle of the story and quotes, parallels and contrasts at the end of the story. In the personal stories abstracts, settings, motivating states and codas were used as devices to foreshadow and wrap up events and situations in the narrative.
The amount of foreshadowing and wrapping up in the story retellings and personal stories turned out to be not comparable.
Vormgeving Van Nieuwe Doelen Voor Gespreksvaardigheid in de Tweede Fase
Authors: Staatsen Francis , Noijons José
Published: March 2014

Recently new objectives have been defined for foreign languages in Dutch upper secondary education. These objectives have served as a starting point for curriculum development at SLO (Dutch National Institute for Curriculum Develop-ment). Within the framework of a task-based syllabus as defined by Breen (1987) a communicative activities programme, mainly focussing on speaking, has been designed by SLO and tried out at several schools. Four criteria for grading and sequencing activities were used: level of control in activities, familiarity with theme, linguistic complexity, and complexity of classroom management.
The development of tests on the basis of these new objectives will be a challenging task. Care must be taken that such tests are valid, i.e. that they contain a fair representation of the objectives. CITO (Dutch National Institute for Educational Measurement) has called for a refinement of the criteria on which the assessment must be based.
Natural Phonology and Second Language Acquisition
Authors: Abrahamsson Niclas
Published: March 2014

This paper looks at whether Natural Phonology can be directly applied to second language acquisition. First, the original theory, as presented by Stampe and Donegan in the 1970s, is outlined. Secondly, its application to first language acquisition is presented, as this is highly crucial for the following discussion on the naturalness of second language phonology. Thirdly, an attempt is made to establish a preliminary model of the application to second language speech.
Findings indicate that Natural Phonology is able to, if not resolve, then at least shed some light on a controversial issue in second language research, namely the distinction between interference and development. With the dichotomy of processes vs. rules offered by Natural Phonology, and hence the interpretation of deviations in second language research as the result of failure of suppression and limitation of processes (instead of as the result of interference from LI phonological rules), the interference/ development distinction collapses. In addition, a principle of closest phonetic value' is postulated in order to explain substitutional variation across learners with differing LI backgrounds.
Although highly promising, application of Natural Phonology to second language issues also raises inherent problems in the original theory that need to be resolved. Instead of the notions of innateness and latency of processes proposed by Stampean Natural Phonology, in this paper, suggestions are made concerning the brain's early programming of processes in the form of a model which covers both first and second language acquisition.
Examining the Processability Theory
Authors: Hammarberg Björn
Published: March 2014

The Processability Theory (PT), originating from the German ZISA Project and recently revised by Pienemann (1993, in prep.), claims that the order of grammatical development in a second language is determined by a hierarchy of psycholinguistic constraints on the processability of grammatical structures. The present paper discusses some problematic aspects of this theory and argues for a dynamic view of L2 acquisition in which factors which drive acquisition ahead are also taken into account. It is suggested that a Principle of Perceived Communicative Value (PCV) plays a part in conditioning the order of L2 development. The relative role of processability and communicative value factors is investigated here in a case where they compete.
The acquisition of adjective agreement in L2 Swedish is chosen as a test case to examine predictions about the order of development derived from PT and PCV. This permits the comparison of a phrasal (NP) and inter-phrasal (subject-predicative) syntactic domain as well as the comparison of different morphological categories (gender and number). Longitudinal data are gathered from a corpus of conversations with six adult learners reflecting successive stages of development for each individual from the beginning stage to an advanced level.
The results indicate that the nature of the morphological category is decisive in determining acquisition order, which means that PCV is effective and overrules PT in those cases where the two are in conflict. On the other hand, if the same morpho-logical category is compared in different syntactic domains, PTs prediction that phrasal agreement comes before inter-phrasal agreement is borne out. This suggests that the two principles of processability and communicative relevance interact, and that a theory of processability is neither sufficient nor invalid, but needs to be placed in the context of a wider model of L2 development. It lends support to the dynamic view of L2 acquisition discussed in the paper.
Models of Second Language Production
Authors: Poulisse Nanda
Published: March 2014

The article discusses to what extent bilingual models of speech production can account for the fact that L2 speakers are generally, but not always, able to select LI words when speaking the LI and L2 words when speaking the L2. After a brief discussion of word selection in monolingual models of speech production, two bilingual models are presented. In one of these, LI and L2 systems form separate subsets which are activated in their entirety. In the other one there is only one network containing both LI and L2 items, and the language feature plays a role in activating individual lexical items. It is argued that the second representation has the advantage of being more efficient, because it allows one to explain the selection of a single LI word to be used in L2 speech without having to activate the entire LI system. The first model cannot give an efficient explanation for the language switches violating the matching principle proposed by Bierwisch & Schreuder (1993), which entails that a lemma is selected only if it includes all and only those of the semantic features contained in the chunk to be lexicalized. The article also addresses the chunking problem. Since there is no one-to-one correspondence between concepts and words, speakers need to cut up their messages into lexicalizable chunks. It is suggested that both LI and L2 speakers may follow an informed trial-and-error procedure based on their experiences with language(s) involved. Since there is no look-ahead, speakers do occasionally rum into lexical problems. In view of the matching principle, the only way to solve these problems is to go through the processes of conceptualization and chunking again.
Vijftien Jaar Nijmeegs Taalverliesonderzoek
Authors: Weltens Bert
Published: March 2014

Research into language attrition was started in Nijmegen in 1982. The initiative was inspired by an American conference held in 1980, the proceedings of which were published in The loss of language skills (Lambert, R. & Freed, B. (eds.). Rowley, MA: Newbury House, 1982).
Language attrition research in general aroused a great deal of interest in the Netherlands as well as in other countries. The question what happens to foreign-language skills learned at school was - and still is - considered particularly relevant. This is a phenomenon that most Dutch people know from personal experience: one learns French at school for a number of years, but when one wants to book a hotel room a number of years later, one is lost for words.
The original research question was: how much is lost and what is lost? Fifteen years and a number of projects later, we have come to the understanding that things are not as bad as we thought, in the Netherlands at least, for the subjects and skills we tested. Time and again, we found that the skills tested remained intact across very long periods of time and in some cases even improved, even if there had been hardly any exposure to the target language.
This paper presents an overview of the findings obtained in fifteen years of Nijmegen research into language attrition, leading to possible avenues for research in the next fifteen years.
Taalbehoud en Taalverschuiving
Authors: Hulsen Madeleine
Published: March 2014

The results are presented of a study in which sociolinguistic language use patterns and structural characteristics of the language of three generations of Dutch immigrants to New Zealand were investigated. Language maintenance is defined as the maintenance of the L1 at one or more levels of language use, while language shift can be defined as the change in language use by an individual or a group of speakers. In a sociolinguistic questionnaire, the subjects had to report on their use of the Dutch language in domains inside and outside the home. An oral interview was conducted to establish the amount of structural language loss. The results were found to support the hypothesis based on earlier work (e.g. De Bot & Clyne, 1994; Folmer, 1991) that predicted a high level of intra- and intergenerational language
shift. Structural-linguistic language loss was found to be limited, which is also in line with other findings.
Feedback in Meertalige Kleutergroepen
Authors: van Rijen Marty
Published: March 2014

In the second-language classroom the teacher determines to a high degree the input and feedback L2-learners receive. Feedback informs learners of the accuracy of their production, after which they may alter their hypotheses about the target language. The role of feedback has been investigated from different theoretical points of view and there has been some research on its effect. However, most of these studies concern adults; hardly any research has focused on young children.
In this article, I will discuss some of the literature about which feedback strategies are suitable for the SLA by non-native children in kindergarten. I will also summarize the results of the analysis of 18 lessons in kindergarten groups in which more than 90% of the children are non-native speakers, to determine which strategies teachers actually use. I will compare twelve different teachers, two age groups, two different vocabulary methods and two kinds of lessons.
Zijn er Nog Problemen? Betekenisonderhandeling in de Multiculturele Taalklas
Authors: Van den Branden Kris
Published: March 2014

Negotiation of meaning is thought to promote language acquisition in various ways. Paradoxically, both the quantity and quality of negotiation of meaning in the multicultural classroom has been shown to be poor. Particularly non-indigenous pupils with a lower level of language proficiency receive few opportunities to negotiate the meaning of input and produce output, and are not 'pushed' to do so. This seriously undermines their chances of acquiring the medium of instruction.
A radical revision of language education is called for. Education needs to be learner-centred rather than teacher-dominated, tasks need to be challenging and motivating rather than oversimplified and trivial, heterogeneity among pupils in terms of language proficiency needs to be exploited, and the problems that learners experience while trying to comprehend input and produce output need to be given more attention. Rather than being regarded as instances of improper student behaviour, problems should be seen as 'hot spots' for language learning.
De Relatie Tussen Theoretische en Toegepaste Taalkunde
Authors: Bennis Hans
Published: March 2014

Research in the field of language acquisition has had surprisingly little influence on linguistic theory. In part this might be due to the fact that applied research is empirically more complex given the instability of various stages and the difficulty in interpreting the data. Moreover, applied linguists are generally more interested in explaining the data than in contributing to the development of the theory. In contrast, theoretical linguists often take data and analyses from the domain of language acquisition seriously to the extent that these confirm their theory. In this paper it is argued that a long-standing problem in linguistic theory can be solved if we take the generalizations from acquisition into account. The empirical issue concerns the problem of separable compound verbs in Dutch. The theoretical issue involved concerns the definition of the notion 'word'. From a survey of the rather extensive literature on this problem, it is clear that separable compound verbs may be analysed either as single words or as complexes consisting of two separate words. It is demonstrated that language acquisition data provide us with strong arguments in favour of an analysis in which separable compound verbs are syntactically complex.
De Verwerving Van Morfologische Regels in Schrift
Authors: Dort-Slijper Marjolein van
Published: March 2014

In order to provide textbook authors with empirical data on acquisition of written morphology of plural forms in nouns and verbs in Dutch, a study was undertaken in grade 3 and 4. Subjects individually completed a comprehension and a production task in which factors such as number (plural-singular), word type (nouns-verbs), and syntactic information about number (explicit information-no information) were systematically varied. It turned out that plural in nouns was easier than plural in verbs, plural with audible morphology was easier than plural with silent morphology, comprehension was easier than production, and syntactic information about number facilitates performance, especially in the production task. These findings are in line with findings for mother tongue speakers of English and French.
Standaardtaal en Dialekt
Authors: Hubers G.
Published: March 2014

In this paper I deal with the attitude toward dialect and standard language in primary education. I criticize the negative attitude toward dialect, and refer to the internationnally recognized right to use one's own language. I propose to base the discussion about language and education, which basically is a political discussion, on the notion 'mother tongue'. I contrast two definitions of mother tongue: on the one side mother tongue as the language of primary socialization, on the other side as the language of a nation. The shift from the one definition to the other determines language attitude in education. I glance at the ideological background of the idea of the superiority of the standard language (standard Dutch generally called 'General Civilized Dutch'). Finally I offer some suggestions on how to teach children the standard language, while avoiding to stimulate a negative attitude toward one's own mother tongue and that of others.
Tekstdekking in Groep 5
Authors: Vermeer Anne
Published: March 2014

Research on primary school children shows that the differences between L1-Dutch children on the one hand, and L2-Dutch children on the other, tend to become greater, which is a process in which the children's proficiency in Dutch plays a major role. In this paper it is shown that word knowledge is the main source of this Matthew-effect. The level of difficulty of ten different school texts is investigated with respect to the relative number of unknown words (lemmas) in these texts for DFL and DSL-speakers, who have an absolute receptive vocabulary size in Dutch of 7.000 and 4.000 words respectively. On the basis of a word frequency list in primary education, covering percentages (lemmas and types) are calculated for both groups, for ten texts on various school subjects (five on reading, five on science). The mean (lemma) coverage of the reading text was 89% for DFL-, and 84% for DSL-children; for the science texts these percentages were 85% for DFL-, and 78% for DSL-speakers. Comparing these outcomes with what is known about understanding texts and learning words from texts, it is shown that for the DFL-children, only two science texts were quite difficult. For the DSL-children, however, all the science texts, and two of the five reading texts were too difficult. They could only marginally understand what the text was about, and learning new words from the text was almost impossible, due to the high percentage of unknown words.
Taalvaardigheidsonderzoek bij Taalgestoorde Leerlingen in het Voortgezet Onderwijs
Authors: Burger E.A. , Rijpma G.
Published: March 2014

Adolescent speakers of Dutch who have a language disorder cannot as yet be identified by generally acknowledged tests. However, in the future this will become necessary to apply for special education or financial support in the regular educational system. Based on a survey of the literature concerning normal and disordered language development in children up age 10, this article presents a pilot study in which the language skills of 10 specific language-impaired students are compared with those of 10 normally developing peers. Tasks are used both within academic and communicative contexts. Between the groups significant differences appear on two aspects only: the number of grammatical errors made while telling a story, and the length of the sentences used in writing a story. These two aspects therefore appear to be useful in the process of identifying language-disordered adolescents.
Tweetalige Ontwikkeling in Context
Authors: E-rramdani Yahya
Published: March 2014

The main objective of this study was the exploration of the structural and the temporal development of Berber and Dutch among Moroccan berberophone children of groups one, two and three of primary school in the Netherlands, and the extent to which this development can be related to the children's social context.
Children of group one proved to be balanced bilinguals, while those of groups two and three were dominant in Dutch. Both their structural and temporal development was significantly better in Dutch. Dutch development showed to be positively related to the language spoken in interactions with siblings and best friends, degree of 'contact with Dutch native speakers', and school (years spent at school). Berber development appeared to be dependent only on the parents' use of Berber in interactions with their children. With other interlocutors, either at home or at school, Dutch is the dominant, if not the only language used.
Een Minimalistische Analyse Van Tweede-Taalverwervingsdata
Authors: Terluin Sonja
Published: March 2014

This paper reports on the acquisition of word order and subject-verb agreement by adult Turkish learners of Dutch. Five initial state hypotheses were translated into three Mini-malist hypotheses. An evaluation of these hypotheses showed that Minimal Trees and Full Transfer/'Full Access were empirically hardly distinguishable, in spite of the great differences between the original theories. The selection criterion used turned out to be inappropiate to properly evaluate Weak Features' (based on Valueless Features, the Basic Variety and the Initial Hypothesis of Syntax.)
Word order in the initial state is probably determined by the word order of L1. The exact analysis for (the) stage(s) preceding target language structure, however, remains unclear. A strong relationship was found between verb morphology and verb movement, but it is unclear how Turks discover this relationship, which does not exist in their mother tongue.
Technisch Lezen in Het Engels (t2)
Authors: Olijhoek Vita
Published: March 2014

A pupil who is a dab hand at technical reading has the ability to recognise words as correctly, quickly and automatically as possible. Initially, the recognition is done by the transposition of each word letter by letter into sounds ('indirect recognition'), but later on without the transposition of letters into sounds ('direct recognition'). Because of many pupils' inability to recognize words correctly, quickly and automatically, I investigated the reading proficiency of pupils of VBO and MAVO. I investigated which English words did cause pronunciation problems: completely regular words ('predictable words') or completely irregular words ('unpredictable words'). Secondly, I investigated whether the pupils had problems with the meaning of the same words, caused by their pronunciation problems. Thirdly, I investigated whether there was a relation between technical reading in Dutch and in English.
De Interjectie als Illocutionaire Handeling
Authors: Hofstede Gerard
Published: March 2014

The purpose of this paper is to give an answer to the question if an illocutionary act can be performed with an interjection. Therefore a method of analysis was designed which consists of four elements viz.: determining the communicative function, defining the semantic content, recovering the propositional content and classifying the interjections in the taxonomy of illocutionary acts. Interjections taken from everyday conversations were analysed and the results show that with every interjection uttered, an illoctionary act was performed. These results contradict the commonly held view that interjections are not real words, but merely sounds to give expression to our feelings.