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- Volume 155, Issue, 2008
ITL - International Journal of Applied Linguistics - Volume 155, Issue 1, 2008
Volume 155, Issue 1, 2008
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Automated User-Centred Task Selection and Input Modification in Language Learning
Author(s): Rintse van der Werf, Geke Hootsen and Anne Vermeerpp.: 1–21 (21)More LessThis article presents the results of a CALL-experiment in which reading material is selected dynamically, based on the “fit” between the vocabulary proficiency of individual students and the relative difficulty of texts. The texts were analysed, selected and presented online, together with a personalized electronic dictionary with words that were assumed to be unknown. In a pre-test – treatment – post-test design in which 32 Dutch L2-students took part, the vocabulary learned implicitly while reading the texts was measured. The relation between user-initiated noticing and word retention was also examined.
We found an average word-learning improvement of 10.8%. On the basis of the non-significant differences between various proficiency groups, we concluded that the method we propose for the automated adaptive selection of reading texts ensures that learners of different proficiency levels receive linguistic input that is best fitted to their abilities. Using frequency information for both automated analysis of texts and the compilation of a personalized dictionary has great potential for more user-centred task selection and guidance. We also found a relation between user-initiated dictionary use and word retention, which was strong for the lowest proficiency level. With respect to the words looked up in the dictionary, a strong correlation was found between noticing and retention.
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‘I me Mine’ The Acquisition of Dutch Pronominal Possessives by L1 Children, L2 Children and L2 Adults
Author(s): Elma Nap-Kolhoff and Peter Broederpp.: 23–52 (30)More LessThis study compares pronominal possessive constructions in Dutch first language (L1) acquisition, second language (L2) acquisition by young children, and untutored L2 acquisition by adults. The L2 learners all have Turkish as L1. In longitudinal spontaneous speech data for four L1 learners, seven child L2 learners, and two adult learners, remarkable differences and similarities between the three learner groups were found. In some respects, the child L2 learners develop in a way that is similar to child L1 learners, for instance in the kind of overgeneralisations that they make. However, the child L2 learners also behave like adult L2 learners; i.e., in the pace of the acquisition process, the frequency and persistence of non-target constructions, and the difficulty in acquiring reduced pronouns. The similarities between the child and adult L2 learners are remarkable, because the child L2 learners were only two years old when they started learning Dutch. L2 acquisition before the age of three is often considered to be similar to L1 acquisition. The findings might be attributable to the relatively small amount of Dutch language input the L2 children received.
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Pour Une Évaluation Normative De La Compétence De Traduction
Author(s): Philippe Anckaert, June Eyckmans and Winibert Segerspp.: 53–76 (24)More LessAprès un bref aperçu des risques d’infidélité d’une évaluation critériée de la compétence de traduction, liés principalement à la subjectivité du correcteur, nous mettons en évidence les limites des tentatives d’objectivation du processus d’évaluation au moyen de grilles de correction ou d’évaluation de la qualité telles qu’utilisées dans les écoles de traduction et le monde professionnel. Pour pallier le manque de fidélité des épreuves de traduction traditionnelles, nous proposons une méthode d’évaluation normative qui permet de neutraliser complètement la subjectivité du correcteur. Dans cet article, nous décrivons et illustrons par un exemple concret les différentes étapes de la confection d’une épreuve standardisée. De cette description, il ressort que notre méthode naît du mariage des principes de la docimologie, qui fournit les instruments de contrôle de la fidélité, et des acquis de la traductologie, indispensables pour se prononcer sur la validité des épreuves.
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Collex-Biz
Author(s): Kristin Blanpain, Liesbet Heyvaert and An Laffutpp.: 77–93 (17)More LessThis paper reports on the development of Collex-Biz, a corpus-driven web-based learning platform for general economic English. The design of this platform was informed by a number of research-based principles, particularly frequency and collocation, which are insufficiently incorporated in existing Business English course materials. Following Sinclair & Renouf (1988) and Nelson (2000), we first developed a ‘lexical syllabus’ for first-year Business English students on the basis of frequency data from a self-compiled 6 million word corpus of business news reports. A didactically inspired selection of the most useful single words and collocations was then thematically classified. On the basis of concordances, finally, exercises were created in which lexical items were maximally contextualised and systematically recycled. In this article, we discuss the criteria that guided our selection of items and elaborate on the principles behind the exercise design.
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Language Ideology and Second Language Learning
Author(s): Theresa McGarrypp.: 95–115 (21)More LessThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.
Volumes & issues
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Volume 175 (2024)
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Volume 174 (2023)
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Volume 173 (2022)
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Volume 172 (2021)
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Volume 171 (2020)
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Volume 170 (2019)
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Volume 169 (2018)
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Volume 168 (2017)
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Volume 167 (2016)
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Volume 166 (2015)
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Volume 165 (2014)
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Volume 164 (2012)
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Volume 163 (2012)
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Volume 162 (2011)
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Volume 161 (2011)
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Volume 160 (2010)
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Volume 159 (2010)
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Volume 158 (2009)
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Volume 157 (2009)
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Volume 156 (2008)
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Volume 155 (2008)
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Volume 154 (2007)
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Volume 153 (2007)
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Volume 152 (2006)
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Volume 151 (2006)
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Volume 149 (2005)
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Volume 147 (2004)
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Volume 145 (2004)
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Volume 143 (2004)
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Volume 141 (2003)
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Volume 139 (2003)
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Volume 137 (2002)
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Volume 135 (2002)
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Volume 133 (2001)
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Volume 131 (2001)
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Volume 129 (2000)
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Volume 127 (2000)
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Volume 125 (1999)
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Volume 123 (1999)
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Volume 121 (1998)
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Volume 119 (1998)
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Volume 117 (1997)
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Volume 115 (1997)
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Volume 113 (1996)
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Volume 111 (1996)
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Volume 109 (1995)
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Volume 107 (1995)
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Volume 105 (1994)
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Volume 103 (1994)
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Volume 101 (1993)
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Volume 99 (1993)
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Volume 97 (1992)
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Volume 95 (1992)
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Volume 93 (1991)
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Volume 91 (1991)
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Volume 89 (1990)
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Volume 87 (1990)
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Volume 85 (1989)
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Volume 83 (1989)
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Volume 81 (1988)
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Volume 79 (1988)
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Volume 77 (1987)
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Volume 76 (1987)
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Volume 75 (1987)
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Volume 74 (1986)
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Volume 73 (1986)
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Volume 72 (1986)
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Volume 71 (1986)
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Volume 70 (1985)
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Volume 69 (1985)
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Volume 67 (1985)
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Volume 66 (1985)
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Volume 65 (1984)
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Volume 64 (1984)
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Volume 63 (1984)
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Volume 62 (1983)
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Volume 60 (1983)
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Volume 59 (1983)
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Volume 58 (1982)
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Volume 57 (1982)
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Volume 56 (1982)
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Volume 55 (1982)
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Volume 54 (1981)
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Volume 53 (1981)
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Volume 52 (1981)
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Volume 51 (1981)
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Volume 49 (1980)
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Volume 48 (1980)
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Volume 47 (1980)
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Volume 45 (1979)
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Volume 44 (1979)
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Volume 43 (1979)
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Volume 41 (1978)
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Volume 39 (1978)
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Volume 38 (1977)
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Volume 37 (1977)
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Volume 36 (1977)
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Volume 35 (1977)
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Volume 34 (1976)
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Volume 33 (1976)
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Volume 32 (1976)
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Volume 31 (1976)
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Volume 30 (1975)
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Volume 29 (1975)
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Volume 28 (1975)
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Volume 27 (1975)
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Volume 25 (1974)
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Volume 24 (1974)
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Volume 23 (1974)
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Volume 22 (1973)
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Volume 21 (1973)
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Volume 20 (1973)
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Volume 19 (1973)
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Volume 18 (1972)
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Volume 17 (1972)
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Volume 16 (1972)
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Volume 15 (1972)
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Volume 14 (1971)
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Volume 13 (1971)
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Volume 12 (1971)
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Volume 11 (1971)
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Volume 10 (1970)
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Volume 9 (1970)
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Volume 8 (1970)
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Volume 7 (1970)
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Volume 6 (1969)
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Volume 5 (1969)
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Volume 4 (1969)
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Volume 3 (1969)
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Volume 2 (1968)
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Volume 1 (1968)
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The updated Vocabulary Levels Test
Author(s): Stuart Webb, Yosuke Sasao and Oliver Ballance
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