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Toegepaste Taalwetenschap in Artikelen

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ISSN 0169-7420
E-ISSN 2213-4883

TTwiA was the journal of the Dutch Association of Applied Linguistics (Association Néerlandaise de Linguistique Appliquée; Anéla). Between 1975 and 2011, a total of 86 issues were published, with&#160; Johan Matter (VU University Amsterdam), Lydius Nienhuis (Utrecht University), Guust Meijers (Tilburg University) and Bert Weltens (VU) as consecutive general editors. The goal of the journal was to promote Dutch work in applied linguistics, with a specialinterest in promoting young talents. Over the years, TTwiA gradually developed into a journal with international and professional ambitions, resulting in its continuation as <a title="DuJAL" href="/content/journals/22117253">Dutch Journal of Applied Linguistics (DuJAL)</a>, published by John Benjamins, in 2012 at the occasion of Anéla’s 40th annniversary.

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  • Ontwikkelingen In Het Gebruik Van Streektalen En Dialecten In De Periode 1995-2003
    • Author: Geert Driessen
    • Source: Toegepaste Taalwetenschap in Artikelen, Volume 75, Issue 1, 2006, pages: 103 –113
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    • Usage of Dutch regional languages and dialects is very much in decline in favour of usage of standard Dutch. This paper analyses the developments in usage in the period 1995-2003 using data from five measurement points of the national cohort study Primai y Education (PRIMA). A total of 35,000 pupils and their parents were involved in this study. In addition, this paper analyses the relationship between usage of regional languages and dialects on the one hand and a number of family demographical characteristics and the children's Dutch language proficiency on the other. The results show that it is imperative to treat the Netherlands not as a whole but to differentiate between language areas. In contrast to the other regional languages and dialects the future of Limburgish seems less gloomy.
  • Pre-Basic Varieties: The First Stages of Second Language Acquisition
    • Author: Clive Perdue
    • Source: Toegepaste Taalwetenschap in Artikelen, Volume 55, Issue 1, 1996, pages: 135 –149
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    • Three of the traditional questions in (second) language acquisition research are:1. What is acquired, in what order?2. How is it acquired?3. Why is it acquired?In this paper, I concentrate on (1) and (3), proposing a description of various learners' paths towards various L2s, and examining different factors which may explain the course of acquisition. The learners were, for the most part, recorded during the European Science Foundation's study of the spontaneous (untutored) acquisition of Dutch, French, English and German (Perdue 1993); other comparable studies will also be discussed. The emphasis is placed on the beginning stages of acquisition in an attempt to demonstrate that these stages are crucial for an understanding of the whole process. It will be argued (a) that there are stages (grammars) through which all learners pass, (b) that these stages can be characterised explicitly, but (c) the description of these stages, and of the transition between them, is not reducible to a single-level analysis, and (d) distance between (source and target) language pairs partially determines the amount of useful knowledge available to the absolute beginner.
  • Straattaal: De mengtaal van jongeren in Amsterdam
    • Author: René Appel
    • Source: Toegepaste Taalwetenschap in Artikelen, Volume 62, Issue 1, 1999, pages: 39 –55
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    • 'Street language' is a kind of register, spoken by young people in Amsterdam and probably also by young people in other multi-ethnic, multilingual cities in the Netherlands. This paper reports on an explorative study of this relatively recently developed register. Street language seems to be comparable to other (monolingual) forms of youth language with respect to its function. The emergence of a mixed youth language has also been observed in other countries, for example in Sweden (Kotsinas, 1998) and Germany (Auer & Dirim, 1998). 133 students in three different schools for secondary education filled out a written questionnaire on street language. This instrument is not really appropriate for a typically spoken, informal variety, but it offered us the opportunity to collect data from a large group of respondents. The data were supplemented with information from a few informal interviews and with information from newspaper articles and television programmes on street language. 98 of the 133 students said that they used street language, boys rather more so than girls, a trend also observed in research on this subject in other countries. Especially children with Surinamese as their home language (in most cases next to Dutch) spoke street language. Students with a relatively low proficiency in Dutch (probably recently arrived) often reported that they did not speak street language. This was also the case with students who claimed to have a good proficiency in one of the following minority languages: Turkish, Moroccan-Arabic and Tamazight. Street language is (of course) most frequendy used in the streets, and also at school in informal interactions between students. Street language is used because it is funny, it is tough and because friends use it too. The respondents were also asked to give (no more than) eight examples of words or expressions in street language (with a translation in Dutch). They provided 468 words or expressions (tokens) in total. The total number of different forms (types) was 151. Most of the words and expressions came from Surinamese. Furthermore, there were words from English, and only a few words from other languages like Turkish and Moroccan-Arabic. Also some new (Dutch) words in the register of youth language were provided. Street language seems to contain quite a lot of more or less standard verbal routines. For outsiders the language sometimes seems to be (sexually) aggressive. Speakers of youth language claim that this aggressiveness is softened by the use of words and expressions from other languages.
  • Lexicale Rijkdom, Tekstmoeilijkheid en Woordenschatgrootte
    • Author: Anne Vermeer
    • Source: Toegepaste Taalwetenschap in Artikelen, Volume 64, Issue 1, 2000, pages: 95 –105
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    • Most measures of lexical richness in spontaneous speech data, based on the distribution of, or the relation between the types and tokens, appear to be neither reliable nor valid. The article describes a semi-automatic computer program, MLR (Measure of Lexical Richness) that measures lexical richness on the basis of the degree of difficulty of the words used, as measured by their (levels of) frequency in daily language input. The MLR is meant for the analysis of texts of (students in) primary education, with a vocabulary size of up to about 25,000 different lemmas, and provides an answer to the following questions: 1) What is the difficulty of the various words in the text? 2) What is the relative proportion of the degrees of difficulty of words in the text? 3) What is the covering percentage of the text for a student with a certain vocabulary size? 4) What is the size of vocabulary of the student, on the basis of the spontaneous speech data?
  • Het Gebruik Van Pronomina Bij Kinderen Van Een Tot Vier
    • Authors: Gerard W. Bol, and Folkert Kuiken
    • Source: Toegepaste Taalwetenschap in Artikelen, Volume 24, Issue 1, 1986, pages: 47 –58
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    • In this article we discuss the sequence of emergence of six different types of pronouns in 36 Dutch children from one to four. This study is part of a larger project concerning the morphosyntactic development in normal Dutch children of that age. The aim of this project is to find out whether or not there are patterns in the language of three different groups of language impaired children compared to the non-language impaired children.The main conclusions of this article are: the number of pronouns increases as the child gets older. Dutch children make very few mistakes in producing the pronouns studied. The sequence of emergence of interrogative pronouns reflects the order which is found in the English literature on the subject. Demonstrative pronouns are the first to emerge in the system, followed by personal pronouns. The subject forms emerge before the object forms. There is a clear tendency for singular pronouns to emerge before plurals.
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