bluuebunny/crossref_metadata_2025 huggingface dataset:
Variabiliteit in Tussentaal
Authors: Hulstijn Jan H.
Published: March 2014

Starting-point for the two pilot studies reported here was the question whether systematicity in interlanguage is the same for different types of L2 behavior. We hypothesized that:
1. If L2 learners know the correct L2 rule they make more errors (deviations from that particular L2 rule) in an oral production task in which they are pressed for time than in a task where they can speak as slowly as they want, provided that they have not yet reached the level of complete automatic mastery of the rule. In other words, under these conditions L2 learners show variability.
2. If L2 learners do not know the correct L2 rule, they make the same number of errors in the + time limit as in the - time limit task. In this case their interlanguage is invariable.
These hypotheses are consistent with both skill theory (Levelt 1976) and with an early version of the Monitor Theory, which predicts that, with increasing processing time, L2 output will improve due to the monitor. In both studies we analysed word order errors in Dutch (L2) made by adult speakers of English (LI) who live in Holland and are learning Dutch. The first pilot study consisted of two longitudinal case studies (fig. I). In the second pilot study 18 Ss where scored on 3 tests:
1. A knowledge test for the L2 word order rules under investigation. Ss had to correct sentences containing word order errors. This test yielded a criterion for classifying Ss as having + or - knowledge.
2. An oral production test (retelling in L2 of passages of LI speech) with restricted time. Response length was the same as the length of the stimulus passage, i.e. about 24 seconds.
3. The same test as under 2, the difference being that Ss had ample time for their responses.
Each group (+ and - knowledge according to test 1) made as many errors in test 2 as in test 3 (+ and - time limit): table 3. Thus no evidence was found for hypothesis I , which, however , does not mean that it has been falsified. Two possible explanations are offered, both in accordance with a later version of the Monitor Theory (Krashen 1979). First, Ss may have concentrated on communication rather than on grammatical correctness, in both oral tests. Second, word order rules may be so hard for most learners that their performance does not improve even when they have plenty of time for planning their utterances.
Stoornissen in De Zinsvorm Bij Afasie
Authors: van Grunsven Marianne J.F. , Kolk Herman H.J.
Published: March 2014

Aggrammatism is a disorder of sentence production which is typically observed in the context of Broca's aphasia. This paper does two things. First, a model of normal sentence production, proposed by Garrett (1975), is described and it is demonstrated how two phonological and two syntactic hypotheses of agrammatism can be deduced from this model. Three of these appear to correspond with hypotheses already proposed in the literature, while one of them - a syntactic one - is new. Second, a new experimental paradigm is described that seems to be capable of discriminating between at least a number of these approaches. The technique involves training patients to produce sentences of a particular form (e.g. the lion is able to kill, the child is anxious to drink) and then testing them on sentences of the same form but of a different underlying syntactic structure (e.g. the lion is easy to kill, the book is pleasant to read).
Results obtained from American patients do not support a phonological type of approach to agrammatism. Furthermore, an analysis of errors appears to provide a basis for choosing between the two hypotheses.
Taalstimulering Bij Zwakzinnigen
Authors: Hermans C.J.P. , van Galen F.H.J.
Published: March 2014

Two recently developed language programs for the mentally retarded are discussed:
1. A program aiming at the improvement of syntactic skills.
2. A program designed to teach locative expressions with the prepositions 'in', 'on' and 'under'.
In addition, the results of a training study that incorporates the syntax program are reported. In this study, two groups of 17 MR children were given training on Dutch subject-verb-object sentences. During the first half of the training period, experimental group I was trained on the use of SOV word orders which, while grammatically incorrect, are very common in the language of young Dutch children; during the second half of the training period, the subjects were trained on (correct) SVO orders. Exp. gr. II was trained only on (correct) SVO orders.
The aim of the study was to see whether training on the incorrect 'child model' (SOV) sentences would facilitate the later learning of the correct 'adult model' sentences. Pre- and posttests included a sentence imitation task, a picture description task and a video-description task. Pretest results showed that the children indeed had a marked preference for the OV-word order.
Pretest-posttest comparisons showed significant gains for both experimental groups when compared with a control group (no training) on a sentence complexity score. The two experimental groups did not differ from each other in this respect. With respect to the use of word order, experimental groups showed an increase in the use of the VO order. The increase was, however,much more pronounced in exp. gr. II. These results are discussed in the light of possible implications for speech therapy with the mentally retarded.
De Sociolinguïstiek in het Nederlandse Taalgebied Anno 2003
Authors: Koole Tom , Nortier Jacomine M.
Published: March 2014

This article presents an overview of sociolinguistic research in the Dutch-speaking community of the Netherlands and Belgium. The overview is based on the contributions to the 4th Sociolinguistic Conference held in March 2003, after three earlier conferences in 1991, 1995 and 1999. Compared to the earlier conferences, the 2003 conference shows an increased number of papers, due to an increased involvement of Flemish researchers. In terms of sociolinguistic subdisciplines, the main developments are a decrease in the research of multilingualism and language contact, and a steady flow over the years of linguistic variation research, and of interaction and discourse studies. The most striking development, however, is the fact that almost half of the papers at the conference (49%) are concerned with aspects of Dutch and Belgian multicultural and multilingual society. Again 76% of this body of research is concerned with education. For this reason the authors survey the present-day relation between sociolinguistics and applied linguistics. They conclude that in the Dutch-speaking community and internationally, applied linguistics has developed into a field that encompasses sociolinguistics and presents a stage for the presentation of sociolinguistic research.
Meertaligheid en Bedreigde Talen
Authors: Gorter Durk
Published: March 2014

In this article, the point of departure is the contradictor}' developments of increased multilingualism in society and, at the same time, the danger of the disappearance of some languages. The case of Friesland is used to illustrate these processes. I European efforts to safeguard and protect languages are briefly discussed, and the framework of the Kuromosaic study is mentioned. The language situation in Friesland has always involved more than just the bilingualism of Frisian and Dutch. The number of languages in daily life has increased over the last few years, but dialects such as Town-Frisian or the dialects on the Wadden-islands are spoken less well by the next generation. These processes can clearly be demonstrated by the local changes in the town of Hindeloopen and the provincial capital Leeuwarden. In Hindeloopen, proficiency in the local Frisian dialect has been halved in 50 years. In the capital, over 50 different languages are spoken at home nowadays. In the 'linguistic landscape' (the public display of languages) Frisian occupies a minor place. English and Dutch are prominent. It is concluded that these trends will continue, and some suggestions for further research into these new phenomena of multilingualism are given.
Historische Sociolinguïstiek in Vlaanderen
Authors: Vandenbussche Wim
Published: March 2014

Historical sociolinguistic research on the Dutch language area during the 19th century has so far mainly been concerned with the situation in Flanders. Given the crucial relevance of this period for the history and the development of Dutch, however, there is a great need for comparable research clarifying the situation in the Northern part of the Dutch language territory. This article, which is explicitly intended as a 'teaser' for such research in the Netherlands, deals with the social communicative functions of dialect, Dutch and French for Flemish upper class writers from the town of Bruges in the 19th century. It will be demonstrated that the commonly accepted views of the opposition between French ([+prestige, upper class]) and Dutch ([-prestige, working class]) do not match the facts found in original archive corpora. Using town council records, meeting minutes from a prestigious upper class circle, and election propaganda, we will show that French, Dutch and dialect were used by the town elite according to stricdy pragmatic considerations to include or exclude specific segments of the town population in various communicative contexts.
Beurtinitiële Herhalingen in Gesprekken bij een Sociale Dienst
Authors: Lammers Henk
Published: March 2014

The frequency and diversity of repeats in conversations between employees and clients of a social welfare office, suggest that repeats have an institutional function. This paper offers an analysis of the turn-initial repeat + contingent question in 34 conversations between employees and clients. This type of repeat occurs when an employee at the beginning of his/her turn literally repeats an item from the client's preceding turn and follows it up with a question. It is argued that in this procedure the repeat stabilkes an item from the client's turn as a topic that needs further elaboration. The contingent question specifies what aspect of this topic needs elaboration. This procedure allows the employee to collect the data that are needed to process the client's application.
Effecten van Expliciete en Impliciete Instructiewijzen op Taalleren
Authors: Goossens Greet
Published: March 2014

In this investigation, we wanted to find out what the short-term and long-term effects are of explicit and implicit instruction on language learning with 11/12-year-old LI and L2 learners, characteristics, and whether those effects are different for lexical and syntactic language items. The main conclusions we can draw from this investigation are the following:
11/12-year-old language learners appear to be capable of adequately acquiring explicit information about language in their language acquisition process. But there is the added condition that this explicit instruction should be imbedded in a communicative context. Also after one year, explicit instruction in a communicative context stul scores the best results, but the effect of explicit instruction only is significantly reduced in the long term.
When we construct a combination of explicit and implicit instruction, it appears that explicit instruction foHowed by implicit instruction leads to better results than the reverse order; however, the combined input does not produce significantly better results than the teaching conditions with only explicit or only implicit instruction. The teaching effect for first language learners is generally a lot better than that for second language learners. Only for implicit instruction do first language learners proportionally score lower.
Explicit instruction appears to be especially effective for introducing lexical language
items. For syntactic language items, the results are much less outspoken.
Vergelijking Van De Zweedse Sfi-Toets Met De Nederlandse Nivor 3.4-Toets
Authors: Mulder Froukje
Published: March 2014

The communicative movement in language instruction (from the seventies) pays special attention to language used in context. In connection to this, performance-based assessment became important. The communicative movement is seen in several models of language competence. The Common European Framework of Reference for Languages (2001) is also aimed at functional language competence in context. It describes knowledge and skills that language learners have to develop. With the communicative movement and the CEF as background this article looks at two language-tests for L2-learners: the Swedish sfi-test and the Dutch NIVOR 3.4-test. Three areas of attention are looked at:
1. The Swedish and Dutch language policies concerning immigrants.
2. The theoretical backgrounds of the two tests and their connection to the CEF.
3. The differences and similarities between the tests concerning test-assignments.
It can be concluded that the Dutch language policy is stricter than the Swedish; that in both tests, functional language competence plays a big role, but that the Swedish test shows it more than the Dutch test.
Woord Voor Woord. De Invloed Van Semantische En Vormelijke Clustering Op Het Leren Van De Betekenis Van Spaanse Werkwoorden
Authors: Mos Maria
Published: March 2014

According to the distinctiveness hypothesis, words are best learned together if they are distinct; otherwise, cross-association may occur, i.e., words are confused. This means that clustering words thematically in instructed second-language acquisition is potentially disadvantageous for the speed with which the meaning is acquired. In this article, recent research is reviewed that supports the distinctiveness hypothesis. An experiment is presented in which first-year university students of Spanish learned 24 verbs, eight of which were semantically related (e.g., instar-'insist' on and preconizar-'argue'), eight were related in form (e.g., disponerse-'prepare oneself' and superponerse-'overlap'), and eight were unrelated (e.g., aplacar-'soothe' and acoger-'welcome'). The results support both hypotheses for the semantically related words, but not for the orthographically related words.
Schrijvend-Leren En Tekstanalyse
Authors: Herder Anke
Published: March 2014

In the context of recent studies on writing to learn, concept maps are constructed in an attempt to make knowledge structures and conceptual change explicit. These graphic representations are based on the concepts and semantic relations in a student's text. However, a concept map does not give insight into the rhetorical text structure and other rhetorical features, nor does it show the way concepts are located and connected in this structure. Since the dialectic between content knowledge and rhetorical
knowledge is essential in the process of 'knowledge transforming', and consequently conceptual change, an analysis tool that integrates both analysis of rhetorical text
structure and of semantic structures in text is needed. In a pilot study of a forthcoming
research project about writing to learn in the content areas in primary education, an
instrument was designed for integrated text analysis and graphic representation. The
analysis and representations were demonstrated with data collected from ll-to-12 year
old students, who wrote an explanatory text for younger students about a climate issue.
Revision was triggered by asking the student whether he expected a younger pupil to
understand the written explanation. An analysis and graphic representations of two
texts written by two different students focused on location and use of concepts,
expansions of meaning of these concepts, and connections between concepts through
coherence relations, all embedded in the rhetorical text structure. It was concluded that
the analysis tool proposed here makes it possible to compare students' knowledge
structures and accordingly can provide insight into conceptual changes, relative to
writing.
Het Communicatieve-Vaardigheden-Project
Authors: van Kruiningen Jacqueline F.
Published: March 2014

In this article, I discuss the theoretical assumptions and the functioning of a dialogue-based approach of faculty development in a Communication-in-the-Disciplines project at the Science faculty of the University of Groningen. Through cooperation and interaction with and between faculty, the project team focused on making adjustments to courses, developing assignments, feedback- and assessment methods, teaching material and study program policy. This approach is based on the assumption that interaction, cooperation and the exchange of experiences and ideas with and between faculty lead to consciousness with regard to the function of teaching communication in the disciplines and with regard to faculty's roles in teaching communication skills in the disciplines. In conclusion, I argue for further discourse-analytical research into the functioning of dialogues in faculty development with regard to teaching communication in the disciplines.
Het Effect van Het Gebruik van Engels OP Websites Voor Nederlandse Jongeren
Authors: Dasselaar Linda , van Meurs Frank , le Pair Rob , Korzilius Hubert
Published: March 2014

The use of English in advertising aimed at non-native speakers of English is claimed to enhance image and text evaluation and to have no negative impact on comprehension. We tested these claims using promotional websites aimed at Dutch youngsters. Dutch secondary school pupils evaluated a completely English and a partly English homepage and completely Dutch versions of these homepages. Each participant evaluated a version with English of one homepage and a completely Dutch version of the other homepage. No significant differences were found between the Dutch and English versions of the homepages regarding image of the product advertised, evaluation of the website, and intention to use the product. The Dutch version either scored better than the English version on text evaluation, or the differences between the versions were not significant. Respondents were better at describing the meaning of Dutch terms than of their English equivalents.
Onderwijs in de Minderheidstaal als Middel Tegen Taalverschuiving
Authors: Darquennes Jeroen
Published: March 2014

After briefly situating the state of indigenous language minorities within the present European Union, this article investigates the role of minority language education in language maintenance efforts in present-day Hungary. A sketch of Hungary's contemporary policy on minority education is followed by a description of the daily praxis in minority education. The confrontation of policy and praxis leads to a critical evaluation that mainly focuses on structural shortcomings. To conclude, some statements are formulated on further requirements of sociolinguistic and contact linguistic research in the multilingual Hungarian setting.
Onderzoek Naar Oorzaken van 'Differential Item Functioning' in de Eindtoets Basisonderwijs
Authors: van Schilt-Mol Tamara , Vallen Ton , Uiterwijk Henny
Published: March 2014

Previous research has shown that the Dutch 'Final Test of Primary Education' contains a number of unintentionally and therefore unwanted, difficult test items, leading to Differential Item Functioning (DIF) for immigrant minority students whose parents' dominant language is Turkish or Arab/Berber. Two statistical procedures were used to identify DIF-items in the Final Test of 1997. Subsequently, five experiments were conducted to detect causes of DIF, revealing a number of hypotheses concerning possible linguistic, cultural, and textual sources. These hypotheses were used to manipulate original DIF-items into intentionally DIF-free items. The article discusses three possible sources of DIF: (1) the use of fixed (misleading) answer-options and (2) of misleading illustrations (both in the disadvantage of the minority students), and (3) the fact that questions concerning past tense often lead to DIF (in their advantage).
'Is' Als Voorloper Van Finietheid
Authors: van de Craats Ineke
Published: March 2014

The acquisition of fmiteness, more particularly the morphological marking of finiteness is a well-known obstacle in L2 acquisition by adult learners. This paper deals with an interlanguage stage in the acquisition of Dutch by Turkish and Moroccan learners producing a remarkable pattern that occurs neither in the target language, nor in the learners' native language. These learners use lexical markers (free morphemes) as precursors of fully inflected thematic verbs. In this pattern, the lexical marker is (copula 3SG) is linked either to an infinitival, an inflected form, or to a second, identical form is. This pattern is considered from different perspectives: functional-semantic, syntactic, and developmental. It is argued that this lexical marker is deprived of meaning and that its function is primarily syntactic. The inference is that syntax precedes morphology, especially free morphology in adult L2 acquisition.
Building Language Attrition Research
Authors: Keijzer Merel , Schmid Monika S.
Published: March 2014

This article examines the foundations of language attrition research. As such, it argues that all attrition research should essentially build on four pillars: international contacts, theoretical perspectives, methodological perspectives and social relevance. The four pillars are discussed individually in relation to past research, but also with regard to current attempts to strengthen these four modules. It is argued that only further efforts on all these four fronts can achieve a cohesive research field and can lead to insights into the actual processes underlying attrition.
The Effect Of Age On Working Memory Capacity And Syntactic Processing
Authors: van Emmerik Joanne
Published: March 2014

The role of WM in syntactic processing has been discussed extensively in the literature. Some researchers claim that a single working memory capacity is used during processing (Just & Carpenter, 1992), and there are others who claim that language comprehension and syntactic processing can be divided into two stages (Caplan & Waters, 1995). This study examines the relationship between age, working memory capacity and on-line /off-line syntactic processing, using Dutch stimuli in self-paced reading task and a reading span task. The results showed that WM capacity significantly declines with age. The self-paced reading times of the Dutch subject/object ambiguities showed a significant quantitative difference between the two age groups, but not a qualitative difference: the elderly group read significantly slower than the young group but the pattern of the reading times was identical for both age groups. Off-line, the results of the comprehension questions show that comprehension was affected for the elderly group in the items that demanded less WM capacity compared to the young group. No age-effect was found in the results of the comprehension questions in the WM-demanding items. Overall, this study cannot support the claim that a single WM capacity is used for syntactic processing and comprehension.
"Oeh, Dat Is Een Koekje"
Authors: Rozendaal Margot , Baker Anne
Published: March 2014

Articles and pronouns have already been extensively researched in various languages, including Dutch. Much less is known, however, about the pragmatic functions of these morphosyntactic forms during acquisition. The question to be investigated in the present research addresses the question of how Dutch children between 2;0 and 3;3 combine indefinite articles, definite/demonstrative articles and pronouns with pragmatic functions in reference.
The research is located at the interface of morphosyntax and pragmatics. The choice of the form for a certain function is influenced by the child's ability to take on the listener's perspective. This ability is still developing in 2-year-olds, as is the acquisition of various morpho syntactic forms. The question is then, how do children combine forms with functions if they supposedly do not do this on the basis of the listener's knowledge of the referent. Three other possibilities are also investigated: specificity, discourse function and (visual) perceptibility. Both the form-function correspondences as well as errors in linking form to functions will be investigated for three Dutch children from the CHILDES-database.
The results show that the children do not randomly distribute the morphosyntactic forms over pragmatic functions in reference. The patterns found can be explained on the basis of limited semantic use of forms and perceptual availability of the referent, followed by a growing sensitivity to discourse patterns.
Conflictmanagement van Kinderen en Leidsters in Multi-Etnische Kindercentra
Authors: de Haan Dorian , Bekkema Nienke , Singer Elly
Published: March 2014

This paper presents the results of research of conflict management of 96 two-year-old and three-years-old children from Antillean, Moroccan and Dutch backgrounds and their teachers in multi-ethnic childcare centres. The focus is on the children's verbal strategies to resolve their conflicts and on the way the teachers intervene. The quantitative results relate to differences between the children in the amount and duration of the conflicts and to the use of these verbal strategies. In addition, it is investigated if the teachers' interventions differ for the ethnic groups. The use of verbal strategies is further analysed qualitatively.
The Expression Of Simultaneity In Li Dutch
Authors: Flecken Monique , Schmiedtová Barbara
Published: March 2014

The focus of the current study is on the temporal relation of simultaneity between events. Investigating the expression of simultaneity, and the development thereof, reveals interesting insights concerning the use of a particular grammatical aspectual marker in Dutch. Adult native speakers of Dutch and 4-7-year-old children acquiring Dutch as their only L1 were set to the task of retelling simple animated clips depicting either simultaneous or sequential events. The data provide an overview of linguistic means available in Dutch for expressing various types of simultaneity. A main finding is that the Dutch progressive construction - aan het + V-inf zijn - is widely used when expressing simultaneous events, already from an early age onwards. Furthermore, when examining children's production data, several age-specific temporal linking strategies can be described. For example, children do not always adhere to the Principle of Natural Order in their narrations. Instead, children, especially at the early developmental stages, are mainly concerned with changes of state in the depicted event. That means, changes of state have a direct impact on children's cognitive development of temporality. We speculate that the concept of simultaneity is therefore easier to acquire than that of sequentiality.
The Paradox of Being Ordinary
Authors: Enfield N.J.
Published: March 2014

This article examines how speakers of Lao (a Southwestern Tai language spoken in Laos, Thailand, and Cambodia) make references to persons in the course of everyday conversation. This seemingly simple referential problem turns out to be a rich locus of meaning in the domain of human social relations. In everyday person reference, the Lao system requires that speakers make fine distinctions in social hierarchy. Speakers must mark if a person is socially "lower" or "higher" than themselves. While to outsiders this may seem like a surface obsession with social hierarchy, it is virtually invisible to insiders, being the standard, normal way of talking. The paper argues, however, that while the meanings coded in ordinary behavior can become virtually invisible, speakers are nevertheless reproducing and making public the basic cultural perspective on human relations. The last part of the article explores this point with reference to English, in which person reference is highly "egalitarian", reflecting a cultural concern with "social equality".
Het Politieverhoor
Authors: Komter Martha L.
Published: March 2014

This article illuminates some of the discrepancies between the actual practice of police interrogations and the recommendations in police manuals. What appears to have a significant effect on the interrogations is the practice of typing the records while conducting the interrogation. The resulting question-answer-typing format favours some interrogation and recording techniques over others. Open questions may be good for eliciting the suspect's "own words", but they are difficult to combine with recording practices. Closed questions and summaries are easier to combine with recording practices, but they tend to result in the recording of the interrogator's words. These interrelations between the typing and the talk in the interrogations are overlooked in the manuals. An understanding of these interrelations can clarify the differences between the talk in the interrogations and the text of the police records.
Taalanalyse in Een Meertalige Asielprocedure
Authors: ten Thije Jan D.
Published: March 2014

This paper surveys recent research and scientific discussions about multilingualism in the Dutch asylum procedure. The paper focuses on the issue of language analysis in relation to questions of national origin in refugee cases. The Dutch institutional procedure is analyzed in order to assess in detail the communicative roles and interactions between the participants in this procedure (i.e. the asylum seeker, the official interviewee, the interpreter, the language analysts, the linguistic contra-experts and asylum lawyers). The main conclusion of the paper is that experts disagree on the reliability of the language analysis. International research is proposed to increase its quality. Moreover, the paper suggests that applied linguists should establish quality norms for the application of their research in legal contexts.
"Omdat je Het er Samen Over Hebt"
Authors: van Kruiningen Jacqueline F.
Published: March 2014

This article describes an analysis of an interprofessional consultation between four university teachers, two of whom fulfill the role of educational advisor. They talk about the revision of their Biology courses. Many university teachers hardly ever talk about their teaching, and they do not very often get the opportunity to work on the development of their teaching abilities. In current approaches in faculty development, workplace-based, reflective dialogue is considered an effective method for the professional development of teachers. Interaction research and theorizing in this area are still rather poorly developed. The analysis of the Biology teachers' interactive thinking shows how the participants' concepts about course design develop in the course of the interaction. The interaction can be characterized as a complex, non linear, collaboration- and solution-oriented talk.
"Maar Dat is Niet de Opdracht"
Authors: Nijland Femke
Published: March 2014

Learning is entering the discourse of a community of knowledgeable peers. However, in Dutch secondary education student discourse during autonomous working does not reflect the discourse of the community of the subject, but it reflects the discourse of the community of the school: the discourse of how to be a good student. Because both the teacher's verbal behavior and the formulation of the task strongly focus on procedural aspects like how to proceed in completing the task correctly, students mainly interact about the procedure of the task. They even perceive correct completion of higher importance than understanding the content of the task. And although students interact much more about the task during seatwork than both teachers and students had expected and they often know how to solve a task, they do not know why their answer is correct. Students are working very hard doing it wrong to do it right.
Do Small Elephants Exist?
Authors: Tribushinina Elena
Published: March 2014

In this study, I have tested the assumption that in child language acquisition dimensional adjectives are prototype-free by looking at the acquisition of these words by children. The results of longitudinal data from English and Dutch show that the predictions of the non-prototypicality hypothesis are disconfirmed. Children initially apply dimensional adjectives only to a restricted set of entities, most prominent of which are prototypical instantiations of the entity (e.g., 'tower' for tall). After having stored a critical mass of adjective-object pairings, children are able to make generalisations and extract spatial schemas. The findings provide support to Prefab Theory and Categorical Learning Theory, and disconfirm the predictions of Semantic Feature Theory.
De Studie Van Stadsdialekt
Authors: van Hout Roeland
Published: March 2014

From the beginning, sociolinguistics has mainly been focusing on the study of urban dialects. The sociolinguistic approach seems to complement dialectology, as dialectology is mainly oriented towards rural dialects. However, this vision of dialectology (oriented towards the rural part of society) being complemented by sociolinguistics (oriented towards the urban part of society) has to be rejected. It is rather a matter of contrast. Sociolinguistics emphasizes the empirical synchronic study of language variation. Dialectology, on the other hand, emphasizes the diachronic dimension of language variation, because this discipline is looking for the norms of a language community rather than for the actual forms of language in that language community.
Until now, sociolinguistics can be considered as a linguistic discipline especially. The development of an empirical basis of linguistics was one of the main objects. However, too strong an emhpasis on this aspect pushed the sociological part of the amalgamation of "sociolinguistics" too much into the background.
In this paper I pay some extra attention to the sociological part of sociolinguistics by analyzing some data of a sociolinguistic investigation held in the town of Nijmegen. These data concern the opinions and views of the autochthonous population of Nijmegen about the dialect of their town. Special attention is paid to the question of where the dialect of Nijmegen is spoken, and by whom. Firstly, these data tentatively suggest the existence of a notion of language ideology: some current beliefs are found about the dialect of Nijmegen, beliefs that form the basis of language behaviour and the basis of develop einen ts in the relationship between dialect and standard language. Secondly, the data indicate the importance of two urban disciplines: urban sociology and urban geography.
Two important aspects of these disciplines are discussed. The first aspect is the history and the development of urbanisation. The second aspect is the internal social and geographical structure of urban regions. The conclusion is that sociolinguistics has always been concious of the heterogeneous and socially complex character of urban regions, but that it has paid too little attention to the internal structure of this kind of region.
Over Ik-taal, Je/men-taal en Elk-taal
Authors: Koefoed Geert
Published: March 2014

In western societies there are many mechanisms and processes at work that seduce people to give up their LANGUAGE in exchange for all kinds of CODES. By CODE I mean all those varieties which are directed toward societal (cultural or sub-cultural) approval. By LANGUAGE I mean language in its two essentially human functions: individual expression of one's own thoughts and feelings, and individual evaluation of one's own experiences ("making sense"). CODES are defined by their "market value", LANGUAGE by its intrinsic, human value.
Speaking a CODE is speaking in what we call the YOU-mode; it is always monitor-controlled, I listen to myself as a representative of the society, as a kind of "judge", not as a friend. When speaking LANGUAGE (the I-mode), I ignore questions of form in terms of appropriateness and pay only atten-tion to form in function of what I am trying to say.
A CODE is a means of recognition for members of a certain group; it can also express group solidarity. But for intimacy LANGUAGE is needed. Having presented a few examples of CODES and one example of a speaker speaking in the I-mode (from a story by the Dutch writer Simon Carmiggelt, significantly entitled "Man"), I discuss (serious) talk with a friend as a form of intimacy in language. Some characteristics of this type of conversation are:
- the disappearance of all kinds of group shibboleths (CODE-markerš);
- simpler syntax, more common words, fewer learned words;
- decrease of speech tempo, long pauses, within turns (to find the right words) and between turns.
Such a conversation is seldom the exchange of somehow "pre-existing" messages. On the contrary, speaking itself is the process of giving sense to one's experiences. Notions as developed in speech act theory seem hardly applicable to it.
Speaking in the I-mode can also lead to mutual recognition, but not as members of a specific group or category, but as man to man. This recognition does not require that partners in a conversation speak the same language in a formal sense. So one speaker may speak general Dutch and the other speaker a local dialect. When both speak as an individual, in the I-mode, recogni-tion will take place because of the Universal Base of LANGUAGE which we call EVERYMAN'S LANGUAGE.
Participeren Tijdens het Voorlezen van Prentenboeken in de Kleuterklas
Authors: Gosen Myrte N. , Berenst Jan , de Glopper Kees
Published: March 2014

This paper describes a pilot-study that explores situated learning at kindergarten. By whole-class shared book reading, children get to know several participation frame-works, in which they gradually learn to participate during a longitudinal reading-aloud program. Using qualitative conversation analytic methods, this paper shows how children explore these different frameworks. One framework is described in more detail, because it demonstrates the development children go through by learning to participate in this discussion frame. As can be seen by the interactions that take place within the discussion frame, children gradually learn to use exploratory talk: children jointly construct knowledge, which enables them to practice and develop ways of reasoning with language. This pilot-study shows that further analysis of the creation of participation frameworks during whole-class book reading and the interactions that take place within these frameworks is likely to give more insight into the evolving processes of learning and development.
A Two-Edged Sword
Authors: McNamara Tim
Published: March 2014

The last two decades have seen the growing use of assessment in the shaping of educational policy in relation to languages. The clearest examples of this in Europe and beyond are the Common European Framework of Reference for Languages (CEFR: Council of Europe, 2001) and the OECD PISA program for testing reading skills of 15 year olds in OECD member countries. What are the positive and negative impacts of such developments? What social, political and cultural values do such assessments embody? The paper examines these issues by considering the impact of PISA testing in Austria, and demonstrates how its results are interpreted within prevailing discourses on immigration and education within Austrian society. It further compares the values implicit in the PISA assessments with those implicit in the CEFR, and argues that both assessment schemes are directed at the furthering of the process of globalization.
De Meertalige en Multiculturele Klas
Authors: Broeder Peter , Stokmans Mia
Published: March 2014

As a result of European unification and a fast globalising world, classrooms have become increasingly multilingual and multicultural. This diversity may impair learning processes, since pupils acquire cognitively based literacy competencies, such 'classify and label', 'analyze and explain', by means of linguistic interaction. We asked primary and secondary school teachers to rate the level of their pupils' competencies, as well as their expected success rate. Our anticipation that teachers of a largely monocultural classroom (with predominately L1-Dutch pupils) would experience less problems with literacy competencies and expect a higher success rate compared to teachers of a multicultural classroom was supported.
Daardoor Dus! Effecten van Specificiteit en Subjectiviteit op de Verwerking van Connectieven
Authors: Kleijn Suzanne , Mak Pim , Sanders Ted
Published: March 2014

The connectives daardoor (as a result) and dus (so) can both mark forward causality in Dutch. However, they differ in specificity and subjectivity. Daardoor gives the reader a very specific instruction, since it can only mark objective cause/effect relations. Dus can not only mark subjective argument/claim relations, but also summaries and paraphrases. The specificity hypothesis predicts that relations marked with specific connectives will be processed faster than relations marked with less specific connectives. The subjectivity hypothesis predicts that subjective relations will be processed slower than objective relations, but that this difference will disappear when the subjectivity is marked in advance. Results of an eye tracking experiment were in line with the specificity hypothesis: reading times were longer for dus than for daardoor, even when the subjectivity was marked in advance. The results give an insight in how the characteristics of connectives affect discourse processing.
Doorlopende Leerlijnen Taal en Rekenen
Authors: van den Bergh Huub
Published: March 2014

In the official report on learning trajectories ('doorlopende leerlijnen') it is specified which achievement level students have to reach at different thresholds in the Dutch educational system: at the change from primary to secondary education, and at the different thresholds from secondary education to either intermediate vocational education (mbo), higher vocational education (hbo), or university (wo). In this paper we will discuss (1) several misconceptions surrounding the 'doorlopende leerlijnen' and (2) the feasibility of the norms imposed for reading and spelling. It is concluded that, on average, students do reach the norms imposed by the 'doorlopende leerlijnen', but that a relatively large proportion of students in the lower tracks of vocational education fail to do so.
Zal de Invoering van Referentieniveaus het Niveau van het Onderwijs Verhogen?
Authors: Ledoux Guuske , Roeleveld Jaap
Published: March 2014

Recently, general standards of reference ('referentieniveaus') for language and mathe-matics were introduced in the educational system in the Netherlands. The assumption is that these standards will lead to higher levels of these basic skills. Furthermore, the standards should be helpful for the identification of low quality schools. In this article, both these expectations are questioned. Using a national database on more than 500 primary schools, it is shown that levels of language and mathematics (not surprisingly) differ widely between students from different social and ethnic backgrounds. And, as a consequence of segregation along these lines, schools with different student populations, vary widely in their outcomes. It is argued that general standards can be useful on a national level, in order to monitor the outcomes of the educational system. But in order to evaluate individual schools, more differentiated methods for evaluation are required, taking differences in student population into account.
Wat En Hoe Kan De Experimentele Fonetiek Bijdragen Binnen Het Kader Van De Toegepaste Taalkunde?
Authors: Cohen A.
Published: March 2014

The respective fields of applied linguistics and experimental phonetics are briefly sketched. From this outline it is clear that the field of applied linguistics encompasses a much vaster research area than experimental phonetics. From this it follows that any collaboration by workers in these two fields can only hope to cover a small area of mutual interest.
Attention is given to such notions as theoretical, experimental and applied research in general with a view to getting a realistic insight in a possible meeting ground for phoneticians and applied linguists. Special attention is paid to research objectives and techniques characteristic of the approach of experimental phonetics. Specific themes of current interest in this domain, such as the study of prosodic features and the problem of segmenting words from the speech continuum rather than phonemic segments, are discussed in relation with possible research objectives of a similar kind within the study of foreign language teaching. Although no great hopes for revolutionary developments are held out, a number of possible limited research objectives are suggested which may lead to fruitful joint efforts by enlisting the services of experimental phoneticians towards solving some problems in the field of measuring oral proficiency in foreign language training.
Desonorisatie, Denasalisatie, Veranderingen In Klinkertimbre En Klin-Kerhoogte In Door Nederlanders Gesproken Frans.
Authors: Bonnot Jean-François , Spa J.J.
Published: March 2014

Il s'agit d'une recherche réalisée au département de français de l'Université d'Amsterdam. Nous avons enregistré la "performance" d'étudiants de 1ère année qui n'avaient pas encore été exposés à un contact durable avec la langue française.
Nous avons distingué cinq niveaux de production, du plus directif
-lecture d'un texte - au plus libre - commentaires de bandes dessinées sans légende. Nous avons constaté de nombreuses interférences dues aux influences du système phonologique néerlandais sur le systèmecible. Jusqu'à présent nous avons dépouillé les enregistrements de 28 sujets, représentant plus de 28.000 occurrences de consonnes et voyelles. Il semble que les différents niveaux n'aient joué aucun role déterminant dans les réalisations des locuteurs.
Enkele Elementen Uit Een Contrastieve Studie Van Prosodische Verschijnselen In Frans En Nederlands.
Authors: Ickenroth J.P.G.
Published: March 2014

The article contains some preliminary data of a contrastive study of prosodic phenomena in Dutch and French, and some ideas about implementa-tion of findings in the teaching of French to Dutch learners. First the durational aspects are considered of Dutch as a "stress-timed" language and of French as a "syllable-timed" language.
To study the phenomena of "compression" and "reduction" some comparisons are made between the length of unaccented syllables in Dutch and French cognate words.
In the second part some intonation contours are compared for words as described by Vaissière for French and by Cohen, 't Hart and Collier for Dutch. Finally some suggestions are made about possible applications to the teaching of French to Dutch learners.
Herkenning Van Fragmenten Van Gesproken Nederlandse Woorden Door Nederlanders En Niet-Nederlanders.
Authors: Truin P.G.M.
Published: March 2014

This paper reports an experiment examining the amount of auditory stimulus information needed by native and non-native listeners in order to achieve correct recognition of spoken words. The words used are all polysyllabic and of a high frequency of occurrence. The words were presented in ever-increasing word fragments, the first of each word presenting the word onset, the last presenting the complete word.
Variability between twenty native subjects in the number of fragments per word needed for correct recognition was small. Non-native subjects needed systematically more fragments and showed a greater variability. The results suggest that the present method can in principle be used to examine the skill of each second language learner in recognizing spoken words from fragmentary information. Combined with other tests, specifically directed at other aspects of listening proficiency such as vocabulary size, and the efficient use of syntactic, semantic and extra-linguistic knowledge, these tests can be used to spot specific deficiencies in listening proficiency.