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- Volume 63, Issue, 2000
Toegepaste Taalwetenschap in Artikelen - Volume 63, Issue 1, 2000
Volume 63, Issue 1, 2000
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Eerste-Taalverwerving en Functionele Grammatica: Een functionele benadering van de verwerving van adverbia
Author(s): Annerieke Bolandpp.: 11–20 (10)More LessTypological research has shown that most linguistic universals may be described as implicational hierarchies: if a language has x, then it also has y, but not the opposite. This article discusses the question if these universal hierarchies are somehow reflected in first language acquisition. To test this hypothesis, the acquisition of adverbs in English is examined. The adverbs are classified according to their communicative function, their morphological structure and their deictic status. Functional Grammar serves as a theoretical linguistic base for this investigation. The results sofar suggest that the implicational hierarchies may indeed play a role in language acquisition, although this is not a sufficient explanation.
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Wat Doet Een Bijtblok bij Spraakontwikkelingsdyspraxie?
Author(s): Rody Aldenhoven and Lian Nijlandpp.: 21–31 (11)More LessThis article describes a study on the effects of a bite-block on speech of children with developmental apraxia of speech (DAS) and normally developing children. The speech of children with DAS is characterised by articulatory abnormalities and is often unintelligible due to a large number of phonemic speech errors (substitutions and omissions). The bite-block is a method to study the compensation mechanisms of speech in order to answer the question whether there is a disturbance at the level of speech-motoric output. The results show effects of the bite-block for normally developing children as well as for children with DAS. The speech of children with DAS shows stronger effects of the bite-block than the speech of normally developing children. In conclusion, we can say that the speech-motoric output of children with DAS is disturbed.
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Leessnelheid in Vreemde Talen
Author(s): Lydius Nienhuis, Wim Danhof and Marijke Peetpp.: 33–40 (8)More LessThis paper presents the results of two studies on the reading rate of students after 5 years of secondary education, including French and English as foreign languages. The reading processes investigated were, in the terminology of Carver, rauding (i.e. 'normal' reading), scanning and learning.As is known from research by Segalowitz, even skilled bilinguals attain an L2 reading rate of only 60-70% of that in their native language. Our students cannot be considered really 'skilled' bilinguals. So it is not surprising that, during the 'normal' reading process (i.e. the process of rauding) of French texts, our students arrive at a reading rate that is considerably slower; they attain a reading rate of 42-48% of the rate of comparable Tl readers; they read about 104 words a minute in French. The reading rate of our students in English as a foreign language is somewhat better: they arrive at a rate of 137 words a minute; this corresponds to 58.6% of the reading rate of comparable Tl readers in English.Strikingly, reading rates in three reading processes: scanning, rauding and learning, as described by Carver, differed proportionally for our readers of French in nearly the same way as for native-language readers of English. In the three cases, students arrived at a reading rate of about 40-45% of that in native-language reading.
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Kritische Materiaalanalyse Door Docenten Moderne Vreemde Talen: Functie, inhoud en vorm van een model voor de analyse, beoordeling en revisie van leertaken moderne vreemde talen
Author(s): Carla Driessen, Jacques Haenen and Gerard Westhoffpp.: 41–48 (8)More LessFirst, this article focuses on a model for the analysis, evaluation and revision of foreign language learning tasks that has recendy been developed. A description is given of the function, form and content of the model and examples are provided. Second, the article explains how the usability of the model for foreign language teachers will be investigated in terms of its accessibility and its relevance. The research methods proposed are mainly qualitative in nature. The research questions that will be answered are:1. Can foreign language teachers work with the model in order to analyse, evaluate and revise foreign language learning tasks?2. Do foreign language teachers evaluate positively the accessibility of the model?3. Do foreign language teachers gain insight into the factors that influence the effective-ness of foreign language learning tasks?4. Does the model make foreign language teachers critical of foreign language learning tasks?
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The Effectiveness of Providing the Core Meaning on Guessing and Retention of Polysemous Words in an l2
Author(s): Marieke Rijpmapp.: 49–59 (11)More LessSL learners often face a learning problem when acquiring polysemous words. The fact that one word form is linked to various meanings confuses them. However, as these meanings are related, understanding these relations might stimulate the acquisition.This paper reports on a study into the effect of providing the core meaning on learners' guessing and retention of SL polysemous words. Learners were asked to guess and learn the peripheral meanings of English polysemous words, being either provided with the core meaning, another peripheral meaning or no additional meaning of these words. It is argued that providing the core meaning has a positive effect on vocabulary acquisition. Linking meanings to the core meaning involves the creation of visual images, precise and rich elaboration, which give a clear insight into the words' meanings relations.
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Lexicale Transfer bij Tweede-Taalverwerving: Een onderzoek op het gebied van kleuren
Author(s): Leontine J.C. van Eerdenpp.: 61–72 (12)More LessThis research focuses on lexical transfer the transfer of word meanings from LI to L2. Firstly, the relationship between prototypicity (here: descriptiveness) and transferability was examined in the field of colour words. Secondly, the influence of the target language and of the language level of L2 learners on transfer was investigated. Three groups of colour words were composed, decreasing in prototypicity, from descriptive (a blue door), to semi-descriptive (blue with cold), and non-descriptive (a blue note). Students of three language levels were asked to judge the descriptiveness of colour words and their translatability in French/German.This research provides evidence of the relationship between prototypicity and transferability. The target language and the language level of the L2 learners appeared to be significant The learners of German transferred more than learners of French, but the development of the transferability judgements was comparable for the two languages.
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Vocabulary - Dictionaries - Reading: The effects of dictionary use on reading comprehension for Mavo pupils
Author(s): Claudia Heijnenpp.: 73–82 (10)More LessThe use of a dictionary to solve vocabulary problems during reading has lately become the centre of much interest. In 1998, CITO drew up new guidelines for the modern foreign languages taught at HAVO ('higher secondary general education') and VWO ('Pre-university education') which allowed the use of a dictionary during the final exams in reading comprehension.A next point of discussion is whether MAVO ('lower secondary general education') pupils should also be allowed to use a dictionary during final exams. The present study is an answer to this question and aims to find out if allowing the use of a dictionary during final exams in reading comprehension is indeed in the best interest of MAVO pupils.The literature section deals with vocabulary knowledge and dictionary use in relation to reading comprehension. In this section, the importance of a large vocabulary, the ability to use the context to guess the meanings of unfamiliar words and knowing how to use a dictionary most effectively are emphasised as being inextricably linked with each other and with reading comprehension.Furthermore, an experiment was conducted aimed at determining whether MAVO pupils would in any way benefit from using a dictionary during an English reading comprehension test. Results show that the use of a dictionary does not significandy affect reading comprehension scores and therefore does not result in improved reading comprehension.The reason for this the absence of this effect most likely lies in the absence of a large vocabulary, the inability to guess and the inexperience with dictionary use. Unless the teaching programme deals with these important prerequisites to reading comprehension, there is not much sense in allowing MAVO pupils to use the dictionary, since it does not lead to improved reading comprehension.
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L2 Transfer in l3 Acquisition and Use: An experimental pilot study
Author(s): Silvia Vegapp.: 83–91 (9)More LessThis study investigates the effect of the language learner's 'psychotypology', i.e. per-ception of language distance, on the extent to which he or she transfers from a second language (L2) to a third language (L3). Three native speakers of Dutch with additional knowledge of English were interviewed in their L3 French. Subsequently, retrospective comments were elicited. The French oral data was analysed for lexical transfer errors, and by means of the retrospective data lexical transfer 'successes' were also identified. It was found that L2 English outweighed LI Dutch as a transfer source. Considering the formal similarities between the English and French lexicons, this result supports the importance of a psychotypology factor to L2 transfer which was further confirmed by the retro-spective data. The incidence of transfer successes from L2 English could further point to a facilitative role of the psychotypology factor.
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De Invloed Van Snelheid Van Woordherkenning en Kennis Van Woordbetekenis op Nt2-Tekstbegrip: Een verkennend onderzoek naar problemen met tekstbegrip van anderstalige leerlingen in het voortgezet onderwijs
Author(s): Kirsten van Ingenpp.: 93–103 (11)More LessThe performance in Dutch reading comprehension of advanced L2 learners still lags behind the performance of L1 learners. This study investigates the role of inefficient word recognition and knowledge of L2 vocabulary as two of the explanatory factors for problems with reading comprehension.The results of this study show that inefficient word recognition cannot account for problems with reading comprehension of L2-learners at the intermediate level of secondary education. There was no significant difference between the speed of word recognition between L2 learners and L1 learners. Nor was there relation between the score on reading comprehension and speed of word recognition.Knowledge of vocabulary does show differences between L2 learners and L1 learners. L2 learners score significantly less and, in contrast with the L1 learners, they show a significant relation between the knowledge of vocabulary and the score on reading comprehension.
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Complexiteit en Instructie: De invloed van complexiteit op het leereffect van verschillende typen instructie
Author(s): Nel de Jongpp.: 105–116 (12)More LessThere are many ways to teach grammatical structures. In this research, two types of instruction have been investigated. One was rule instruction: the rules were explained to the learners. The other was input enhancement: the learners were given correct examples in which the relevant elements were made salient by bold print and italics.The structures differed in complexity. There were a simple, a complex and a very complex structure. The complexity was determined using De Graaff s (1997) definition. The aim was to find out whether a grammatical structure can be too complex to be acquired as a result of instruction.Rule instruction turned out to have a learning effect for all structures. It leads to some explicit knowledge, but probably also to implicit knowledge. Input enhancement only had a learning effect for the simple structure. It probably, only leads to implicit knowledge: explicit knowledge could not be observed.DeGraaff s definition of complexity turned out to be insufficiently specified. It does not distinguish between formal and functional complexity. Furthermore, within formal complexity, syntactic properties of words and word order features should be distinguished.
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Hergebruik in Onderzoek: Replicatie-onderzoek naar sociaal-culturele kenmerken, taalvaardigheid en schoolsucces
Author(s): Korrie van Helvert and Femke Klomppp.: 117–125 (9)More LessMost research on factors influencing educational achievement uses large-scale quantitative methods and statistics that show that different ethnic groups do vary in their educational achievement or success.The authors present the outcomes of three comparable qualitative multiple case studies focussing upon factors that are known to relate to the variation in educational achievement within ethnic groups. So what characteristics differ systematically for high and low achieving pupils? The three central concepts seem to be socio-cultural characteristics, language proficiency and academic success.This leads the authors to raise the question: do we exactly know what these concepts refer to, and how can they be measured best?In all three studies, these concepts lead to differing definitions and interrelations. Further qualitative explorative research in this field might shed light on the essence of these complex concepts and make it possible to construct instruments to measure them in a reliable way, and thus contribute to our shared knowledge and understanding.
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Betekenisonderhandeling in Lingua-Franca-Interactie
Author(s): Jeff Bezemerpp.: 127–139 (13)More LessOne of the central issues in research on native-nonnative speaker (NS-NNS) interaction is the negotiation of meaning that is initiated when problems of understanding arise. In lingua franca (LF) interaction, interlocutors communicate in a language other than their mother tongue. The interlocutors have to clarify problems of understanding without having native competence at their disposal. In this contribution, we report on a multiple-case study in which second language learners of Dutch perform an experimental task that requires the use of an LF. The aim of the study is to gain insight into the nature and the structure of negotiation of meaning in LF interaction. The nature of negotiation moves proves to be very similar to that of the moves found in NS-NNS interaction research. The data further point to a difference between language-based and information-based negotiation of meaning. The frequencies of sequences of moves show that the negotiation of meaning usually consists of either a confirmation check and a confirmation or a problem indicator and a clarification. The article concludes with the presentation of a model of negotiation of meaning in LF interaction.
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Vervolgonderzoek Naar de Interpretatie Van Non-Verbaal Gedrag Bij de Beoordeling Van Asielaanvragen
Author(s): Hubert Korzilius and Dick Springorumpp.: 141–150 (10)More LessPart of the professional interaction strategy that immigration officers of the IND (the Dutch Immigration and Naturalization Service) use entails listening critically to the stories told by asylum seekers. If the truthfulness of their stories is doubtful, immigration officers base their judgements mainly on aspects of the refugees' body language. Unfortunately, experimental research has established that these interpretations are neither consistent nor homogeneous.In order to improve the ecological validity of this investigation we propose using a think-aloud design to gain a more reliable insight into the deliberations and decisions immigration officers make while listening to the stories told by refugees. We will try to obtain more evidence for the meanings immigration officers attach to aspects of language behaviour and especially to re-examine the homogeneity of their interpretations of facial expressions and body movements in an intercultural encounter.
Volumes & issues
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Volume 86 (2011)
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Volume 84 (2010)
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Volume 83 (2010)
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Volume 84-85 (2010)
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Volume 82 (2009)
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Volume 81 (2009)
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Volume 80 (2008)
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Volume 79 (2008)
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Volume 78 (2007)
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Volume 77 (2007)
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Volume 76 (2006)
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Volume 75 (2006)
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Volume 74 (2005)
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Volume 73 (2005)
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Volume 72 (2004)
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Volume 71 (2004)
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Volume 70 (2003)
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Volume 69 (2003)
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Volume 68 (2002)
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Volume 67 (2002)
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Volume 66 (2001)
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Volume 65 (2001)
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Volume 64 (2000)
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Volume 63 (2000)
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Volume 62 (1999)
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Volume 61 (1999)
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Volume 60 (1998)
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Volume 59 (1998)
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Volume 58 (1998)
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Volume 57 (1997)
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Volume 56 (1997)
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Volume 55 (1996)
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Volume 54 (1996)
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Volume 53 (1995)
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Volume 52 (1995)
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Volume 51 (1995)
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Volume 50 (1994)
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Volume 49 (1994)
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Volume 48 (1994)
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Volume 45 (1993)
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Volume 46-47 (1993)
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Volume 44 (1992)
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Volume 43 (1992)
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Volume 42 (1992)
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Volume 41 (1991)
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Volume 40 (1991)
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Volume 39 (1991)
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Volume 38 (1990)
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Volume 37 (1990)
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Volume 36 (1990)
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Volume 35 (1989)
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Volume 34 (1989)
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Volume 33 (1989)
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Volume 32 (1988)
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Volume 31 (1988)
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Volume 30 (1988)
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Volume 29 (1987)
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Volume 28 (1987)
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Volume 27 (1987)
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Volume 26 (1986)
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Volume 25 (1986)
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Volume 24 (1986)
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Volume 23 (1985)
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Volume 22 (1985)
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Volume 21 (1985)
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Volume 20 (1984)
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Volume 19 (1984)
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Volume 18 (1984)
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Volume 17 (1983)
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Volume 16 (1983)
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Volume 15 (1983)
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Volume 14 (1982)
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Volume 13 (1982)
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Volume 12 (1982)
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Volume 11 (1981)
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Volume 10 (1981)
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Volume 9 (1981)
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Volume 8 (1980)
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Volume 7 (1979)
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Volume 6 (1979)
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Volume 5 (1978)
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Volume 4 (1978)
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Volume 3 (1977)
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Volume 2 (1977)
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Volume 1 (1976)
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