Nederlands als tweede taal
  • ISSN 0169-7420
  • E-ISSN: 2213-4883
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Language acquisition research is dominated by three major hypotheses: the innate hypothesis, the cognitive hypothesis and the interactive input hypothesis. An attempt is described to find support either for one of the first two or for the third hypothesis in a pilot study of the effects of two teaching methods of Dutch as a second language. One method employed a communicative approach in an experimental group of 12 learners, the other method a linguistic approach in a control group of 8 learners. The dependent variables were linguistic (word order, conjugation, vocabulary, length of utterance, word deletion, etc.) and interactive (15 subvariables). The results suggest that the learners in the experimental group made more progress than those in the control group, thus providing support for the interactive input hypothesis. Plans for future research are presented.


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  • Article Type: Research Article
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