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- Volume 48, Issue, 1994
Toegepaste Taalwetenschap in Artikelen - Volume 48, Issue 1, 1994
Volume 48, Issue 1, 1994
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Woordproduktie bij Tweetaligen
Author(s): Kees de Bot and Robert Schreuderpp.: 9–18 (10)More LessAn attempt is made to validate an adaptation of Levelťs (1989) Speaking model to bilingual speakers. It is concluded that the best empirical evidence available at the moment comes from research on speech errors and code switching. Data from the latter source suggests that in word retrieval, 'language' serves as one of the cues for the selection of a specific lemma. Such cues can have more or less weight, and their impact will vary accordingly. Language choice in code switching can be regarded as the result of an interaction between communicative intentions and the information that is available in time during the production process. In order to arrive at a full-fledged model, observational data will have to be supplemented with experimental research using real-time techniques.
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Niet-Intentioneel Gebruik van de Eerste Taal in Mondelinge Tweede-Taalproduktie
Author(s): Theo Bongaertspp.: 19–29 (11)More LessThe results are presented of a study of unintentional switches to the L1 in L2 speech production, and the relevance of the findings for current views on bilingual speech production is discussed. The data for the study are 771 unintentional switches to Dutch at the word level in a 140,000 word corpus of L2 speech produced by 45 Dutch learners of English at three different proficiency levels.The learners' use of switches to the L1 appeared to be related to their L2 proficiency level. Function words were more often involved in unintentional codeswitching than content words, particularly in the case of the less advanced L2 learners. These findings are interpreted as providing support for current spreading activation accounts of lexical access in bilingual speech production in which the relative frequency of L1 and L2 words in the learner's repertoire plays an important role.Following Levelt (1993), it is assumed that the frequency effect plays a role at the lexeme or word form level rather than at the lemma level. Arguments are advanced that the unintentional use of L1 words in L2 production can be viewed as the result of errors, or slips, in lexical access at the lexeme level. Most switches were not in any way adapted to the L2 system, but there were a few instances of morphological (12) and phonological (10) adaptation to the L2. The cases of morphological adaptation all involved the use of a Dutch base form (stem) without the appropriate Dutch inflectional morpheme. In all cases the unintentionally used Dutch words were adapted to English in the sense that, in accordance with the rules of English, no inflectional morphemes were added to the stem. The absence of Dutch inflections offers support for Myers-Scotton's (1993) Matrix Language Frame Model, which predicts that in L2 + L1 constituents, in which L2 is the matrix language and L1 the embedded language, inflectional morphemes are supplied by the L2.Finally, on the basis of the occurrence of certain adaptations in the data and the absence of certain other adaptations, it is, be it tentatively, concluded that inflected words must be stored in the mental lexicon both fully and in decomposed form and that there is a checking device which intercepts forms that are not represented in the mental lexicon.
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Zelf-Reparaties in Eerste- en Tweede-Taalproduktie
Author(s): Erna van Hestpp.: 31–38 (8)More LessSelf-repair behaviour is a recurrent phenomenon in everyday language production. People are constantly monitoring what they are saying, or planning to say, which results in different forms of self-repair behaviour. Self-repair data are relevant for theories of speech production and language acquisition. Information about the way in which people control and correct their speech tells us something about the process of speech production and gives insight into the workings of the monitor. Studies of self-repairs produced by adult native speakers have provided evidence for the existence of both pre- and post-articulatory monitoring. In the field of language acquisition child self-repair research has shown a relationship between self-repair behaviour and age, which was reflected in a shift from simple repairs produced by very young children, to more complex repairs in the speech of older children.So far, most self-repair research has been carried out in the field of L1 production. L2 self-repair studies are still rather few, and while L1 research is firmly based in theory, most L2 studies are not. This may partially explain why existing models of speech production are based on L1 data only and do not account for bilingual speech. To fill this gap a large-scale research project has been started at the Interfaculty Research Unit for Language and Speech at the University of Nijmegen. This four-year project studies the L and L2 self-repair behaviour of Dutch learners of English at three different levels of L2 proficiency.
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Taalproduktie en -Ontwikkeling
Author(s): Frank Wijnenpp.: 39–46 (8)More LessThe question that is addressed in this contribution is: to what extent does the language production mechanism in children differ from that in competent adult speakers? It is assumed that utterance planning in adults is a hierarchical process, in which relatively autonomous processing components successively build conceptual, syntactic and phonological representations. Each component of the production system, however, makes use of the same basic processing algorithm, the so-called frame-and-filler mechanism. The developmental question can thus be rephrased as follows: (a) Do the representations constructed at the various levels change as a function of age? (b) Do the basic planning algorithms change?Three longitudinal studies of spontaneous speech production in 1.5 to 4-year-old children are reviewed. The first study presented a child in which the transition from telegraphic speech to a morpho-syntactically more mature type of language use led to a temporary increase in speech disfluency (interruptions, repetitions, self-corrections etc.). It is argued that the disfluency peak reflects a re-arrangement of syntactic planning, which is necessitated by the development of the child's morpho-syntactic knowledge.The second study compared slips of the tongue in adults and children, particularly word and sound substitutions. Basically, the patterns found were similar for adults and children. Not only in the adults, but also in the children the linguistic elements that interact in speech errors are inherently or contextually similar. This suggests that the frame-and-filler mechanism is developmentally invariant.The third study investigated the optional realization of metrically weak syllables and morphemes in children's utterances. The results indicate that this phenomenon can be related to a constraint on phonological planning frames, viz. that only trochaeic feet are allowed.The conclusion that can be drawn from this review is that in the development of language production, the representations (planning frames) change, but the planning algorithms remain essentially the same.
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Gespreksvaardigheidsonderwijs in de Moderne Vreemde Talen in het Hoger Onderwijs, in het Bijzonder de Lerarenopleiding: Een Discourse-Benadering.
Author(s): Gerard M.M. Willemspp.: 47–57 (11)More LessForeign language conversational skills training is gradually becoming a debated issue in higher education foreign language departments in the Netherlands. Pressure on the student-staff ratio and, consequently, increasingly large classes raise questions with regard to the effectiveness of traditional methodology. In this paper an attempt is made to outline an approach which, in the long run, will considerably reduce staff-time investment and increasingly encourage student activity. The approach proposed is based on the one hand on recent insights into the role of the learner in his own learning process, and on the other on the hypothesis that languages are acquired first and foremost by conducting conversations (the 'Active Process Hypothesis'). On the whole, tertiary students in the Netherlands start their language study with sufficient linguistic skills in the target language to make such an approach feasible. The paper opens with a discussion of the what of communicative competence and proceeds to how it may be acquired. Discourse elicitation and subsequent analysis and the development of strategic competence in the broadest sense of the term play a central role in the methodology suggested. In conclusion, a practical example of the procedure advocated is presented by way of illustration.
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Het Belang van Naamschrijven in de Kleutergroep voor het Spellen in Groep 3
Author(s): Hetty Kook and Paul Vedderpp.: 59–65 (7)More LessStudies 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.
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Het Verbeteren van Andermans Tekst; Evaluaties, Diagnoses en Effectieve Revisies van Leerlingen Eind Basisschool
Author(s): Amos van Gelderenpp.: 67–77 (11)More LessResults of a study into revision skills of 32 elementary school pupils (grades 5-6) are presented. A further analysis is given based upon concrete revisions these students have carried out and on their verbalizations during the process. The experimental task consisted of revising a given expository text supposedly written by a fellow student, but in fact composed on the basis of several texts written by students of the same age. Subjects were asked to think aloud and were specifically asked to evaluate each part of the text to be revised. When problems were detected a diagnosis and suggestions for improvement had to be given. Finally subjects dictated their revision to the experimenter.The analysis aims at the question what specific difficulties in the revision process might explain the virtual absence of revision activity at the level of communicative content in students' normal writing behaviour. Based upon a model of the revision process by Bereiter and Scardamalia (1987) some explanations are explored. This so-called CDO-model (Compare, Diagnose, Operate) suggests that writers go through a recursive process in which the three components are the most important cognitive steps.Although the results of the study show that most students do possess the necessary skills to carry out each of the steps (under experimental conditions designed to facilitate the revision process), it is also shown that the students still have an inadequate concept of the task. More specifically, their awareness of the consequences of changing parts of a text for surrounding parts is limited, and the students are not inclined to check these consequences mentally before carrying out a final revision. This explains why the students were rather successful in detecting problems in a text, diagnosing them and eliminating them, but at the same time introduced new problems (both at the level of communicative content and formal aspects of usage). Some implications for teaching writing at the elementary level are discussed.
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Computerondersteunde Schrijfvaardigheidstraining in Het Vreemde-Talenonderwijs
Author(s): Leijn Meisepp.: 79–88 (10)More LessGovernment secondary education policy is aimed at students acquiring elementary computer skills such as word processing and database use. Training such skills is not really effective if they cannot be put into practice. An obvious application of word processing is computer-assisted training in writing a foreign language. Practising this skill usually involves looking up a great deal. So database use can be integrated by storing reference materials in a database. For computer-aided writing (CAW) in English, German and French the application Schrijfhulp (Writing Aid) has been developed. It contains information on writing letters (personal letters and business letters), examples of ways in which language functions can be expressed, and grammatical information. Schrijfhulp is linked with electronic dictionaries. The information is available on-line: it can be consulted while using the word processor. Computer-aided training in writing offers a good setting for students' self-activity. Furthermore, there are reasons to assume that CAW is more effective than paper-and-pencil writing activities. Teachers experience CAW as quite a radical change in FL-writing training. For this as well as other reasons CAW and its effects deserve further research.
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Lokale en Globale Coherentie in Verhalen van Eerste- en tweede-Taalleerders
Author(s): Karin Heesterspp.: 89–98 (10)More LessThis article discusses the way in which first and second language learners of Dutch structure their narratives. Subjects in the study presented here were 12 Turkish and 24 Dutch children in Grade 6 of Dutch primary school (mean age 10;3 for the Turkish and 10;2 for the Dutch children). All of the children had been in Dutch schools since they were four. The children told a story on the basis of a wordless picture story. The subjects first saw the whole story and then had to tell the story to the researcher. They had the picture story in front of them as a reference.I wanted to find out if the children made local or global coherence relations to organize their stories. Local coherence refers to the relation between an utterance and the one immediately preceding it. Global coherence means that there is a relation with the global theme of the story, or that there is a connection between larger parts of the text. For this reason, I investigated two points in the story where one could expect global coherence relations, namely the middle and the end of the story. The following questions were asked with regard to these two points: 1. Do the children make global coherence relations here or do they only make local coherence relations? 2. How do they make these relations?Overall, there were no differences between the first and second language speakers in the number of global coherence relations they realized. As for the way in which the subjects realized their local and global coherence relations, some differences were found, however. In addition, it turned out that all children made more global coherence relations at the end of the story than in the middle.
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Popularisering van Vakteksten: Naar een Model voor Herschrijfprincipes
Author(s): Titus Ensink and Christoph Sauerpp.: 99–108 (10)More LessPopularization is a form of communication between an expert and laymen. Not all popularized texts are written by experts, however. Often persons with less expertise have to rewrite highly specialized texts so as to make these texts accessible to a more general audience. In this paper we try to establish the main characteristics of this rewriting process. Furthermore, we formulate four principles on the basis of two parameters: 'surface vs. deep structure of the texť and 'material/technical perceptibility vs. cognitive accessibility of the text'. The two parameters yield four principles: readability, comprehensibility, usability, applicability. These principles can serve as guidelines both for the analysis of the expert text, and for its subsequent rewriting into a popularized text.
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Een Woord is Genoeg: De Constructie van Institutionele Kernbegrippen
Author(s): Tom Koole and Jan D. ten Thijepp.: 109–120 (12)More LessIn this article we present an analysis of institutional key words. These are words that are used in institutional communication with a meaning that is peculiar to the organization or institution in which they are used. The meaning of the key words is organized as a cognitive structure which has three characteristics: key word meaning is shared knowledge of competent institutional actors; key word meaning combines propositional knowledge (knowing that) and action knowledge (knowing how); the specific combination of knowledge elements serves a purpose in the institutional communication. As an example we have analysed the key word 'annual report' as it is used among a team of educational advisers in the Netherlands. This key word appeared to refer not only to a certain text, but also to the procedure of how to make this text, to the addressee of the report, and finally to specific aspects of what can and what cannot be said in an annual report. The discussion in the team could be explained as one between competent institutional actors and actors who did not know the full institutional meaning of the key word.
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Beleefdheid en Sociale Afstand in Onderhandelingsgesprekken
Author(s): Per van der Wijstpp.: 121–131 (11)More LessNegotiators 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.
Volumes & issues
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Volume 86 (2011)
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Volume 84 (2010)
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