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- Volume 65, Issue, 2001
Toegepaste Taalwetenschap in Artikelen - Volume 65, Issue 1, 2001
Volume 65, Issue 1, 2001
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Voorwoord
Author(s): Guust Meijers, Lydius Nienhuis, Maaike Hajer and Nanette Maalmanpp.: 7–8 (2)More Less
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Het Leren van Polyseme Woorden Vanuit de Kernbetekenis
Author(s): Wander Lowie and Marjolijn Verspoorpp.: 9–21 (13)More LessStudies in vocabulary acquisition have shown that guessing words from context may have a positive effect on eventual retention, but is not necessarily the most effective or efficient method in instructional settings. However, when cognitive linguistic insights into the conceptual links between different senses of polysemous words are applied, the guessing method can be made more effective by stimulating learners to develop 'precise elaborations'. For the acquisition of the abstract, figurative senses of polysemous words, precise elaborations can be accomplished by providing core meanings of these words. The assumption that providing core meanings will positively affect retention was tested in a series of experiments. In this paper, we report on the latest of these experiments, in which one half of a group of Dutch learners of English were given core meanings, while the other half was given another figurative meaning. The results show that guessing a figurative sense of a polysemous word is more successful when providing a core sense than when providing another figurative sense.
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Het Doen en Laten van NT2'ers: Een experimenteel onderzoek naar de kennis van de causale werkwoorden doen en laten bij buitenlanders
Author(s): Mirjam Campopp.: 23–30 (8)More LessModern Dutch has two causative verbs: 'doen' and laten'. According to Verhagen & Kemmer (1992; 1997), combinations with laten' can best be characterized as indirect causation, while combinations with 'doen' can be characterized as direct causation. Second-language learners of Dutch never get any explicit instruction about the difference between these verbs. This paper presents the results of an experiment on the knowledge of second-language learners of Dutch about the verbs 'doen' and laten'. Two groups of foreign students at the Leiden University participated in a test on these verbs. The first group had received one year of Dutch language lessons, and the second group had had approximately four years of lessons in Dutch. A group of Dutch students did the test as well. The results of this study show that both groups of foreign students had learnt something about the use of 'doen' en laten', although they had not received explicit instruction in these verbs. Their knowledge improved when they received more lessons in Dutch. They did not reach the same level as the Dutch students.
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Empirisch Onderzoek Naar de Rol Van Plaatjes in de Vocabulaireverwerving Van een Vreemde Taal
Author(s): Monique Solliepp.: 31–40 (10)More LessOne of the most important parts of second language learning is vocabulary acquisition. As there is often not enough time for vocabulary acquisition, it is very important for the students to learn the vocabulary as efficiently as possible. Pictures seem to be a way of learning words more easily. This article discusses the results of a study done with 94 Dutch students who had to learn 20 French words by means of a translation, a picture or a translation and a picture. After learning, the three groups were tested twice on then receptive knowledge of the words: immediately after the learning session and two weeks later. The results of this study show that there are no significant differences in retention between the three groups.
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De Triggertheorie Voor Codewisseling: De oorspronkelijke en een aangepaste versie
Author(s): Mirjam Broersma and Kees de Botpp.: 41–54 (14)More LessThis article is about the triggering hypothesis for codeswitching. The original version of the hypothesis is not compatible with recent theories on speech production. Its claim that words have a raised chance of being codeswitched when they verge on a trigger word is inconsistent with the assumption that language choice occurs before the formation of a surface structure. A new version of the triggering hypothesis has been developed winch states that the selection of a cognate, due to a large semantic overlap with its translation equivalent, increases the chance of a codeswitch occurring at a following selection procedure. Both the original and the adjusted versions of the triggering hypothesis have been tested and both are partially borne out by the data.
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Praten Zonder Stokjes: Een onderzoek naar intra-etnische taalkeuze binnen Chinese, Kantonees sprekende gezinnen in Nederland
Author(s): Roel van Steenselpp.: 55–64 (10)More LessThe Chinese community in the Netherlands has long been overlooked by governmental policy makers. Due to important social and economic changes within the community, this situation has changed: the discussion on an official minority status has been initiated. This has led to an increase in the amount of research on the position of the Chinese in Dutch society. However, very few studies have been made of the linguistic situation of the Chinese community. In this study, the language choice behavior of Chinese parents and children was looked into. The main question was whether an intergenerational shift from the use of Cantonese to the use of Dutch in interactions with other Chinese could be established. The research results show that this was indeed the case: where parents use Cantonese nearly all of the time, children use Cantonese only in half of the cases Differences in language choice patterns seem to be determined by the informants' judgements of their proficiency in Cantonese and Dutch, and, to a lesser degree, by their identification with their own ethnic community.
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Skinner's Radicale Behaviorisme en het Connectionisme Een vergelijking: Met Name op het Gebied van het Leren van Verbaal Gedrag/taal
Author(s): Marleen Ademapp.: 65–74 (10)More LessIn the literature, it has been stated several times that there is a relation between the radical behaviorism of Skinner and connectionism; specifically, a lot of similarities are mentioned. This paper summarizes the findings of an extensive research project examining this relation. Apart from similarities in the field of the learning of verbal behavior, some important differences in this field are addressed as well. Furthermore, it is argued that the comparison in this field should be considered within a broader perspective of general similarities and differences. Behaviorism and connectionism differ profoundly in the basic principles that are adopted: what are real entities, and what can be subject of research? These differences are crucial and make these two scientific movements incompatible.
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Vertaalcompetentie en Vertaaltheorie
Author(s): Miranda van Dam and Jacqueline van Baardewijk-Rességuierpp.: 75–83 (9)More LessThis paper describes the results of a study on the influence of two rather different factors on the quality of a translation: L2 proficiency on the one hand and familiarity with translation theory on the other. Three groups of Dutch university students were asked to translate a French advertisement text on tourism into their first language: two groups (students of French studies en students of German studies) attended the translator's training programme; the third group studied only French. The model for translation quality assessment used here is based on a functional concept of translation: a translation is an independent text functioning in the target culture. The analysis revealed that students from the first two groups, who had reflected on translation processing, had better results than the third group: they made less functional errors beacause they were trained in taking the function of the translation into account and produced a Dutch text that was more adequate. L2 proficiency had only a secondary positive effect on the translation.
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Language Learners Learning Independently: How Autonomous are they?
Author(s): Hayo Reinders and Sara Cotterallpp.: 85–96 (12)More LessIndependent language learning is an essential complement to classroom-based learning, both for reasons of efficiency in learning and as a means to develop learner autonomy. In an effort to encourage out-of-class learning, many institutions in the last ten years have established language resource centres where learners are encouraged to learn independently. This article reports on an investigation of the perceptions and practices of a group of learners enrolled in an intensive English course in relation to their out-of-class language learning. The investigation included an evaluation of the self-access resources in terms of their efficiency and effectiveness as welll as an investigation of learners' understanding of the concepts involved in independent learning. It was found that learners hold positive attitudes towards independent learning, and a number of factors contributing to these perceptions were identified. However, it was also found that these attitudes were based on a rather shallow awareness of what independent learning entails.
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Talen Leren in Europa: Vorm en Functie van een Europese Taaiportfolio
Author(s): Peter Broederpp.: 97–109 (13)More LessFrom 1989 until 1997 the project Language Learning/or European Citizenship was carried out under the auspices of the Council of Europe in Strasbourg. In this project two instruments were developed. The first instrument is the European Framework of Reference. This is a kind of language scale through which knowledge and qualifications in different languages can be compared. The second instrument is the European Language Portfolio. This is a kind of language passport through which languages users can report and document their proficiency in, and use of different languages. This contribution gives a description of these instruments. In addition, there is a summary of the results of a pilot project in the Netherlands which focused on the multilingual classroom at the end of primary school.
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Woordselectie in het Onderwijs aan Jonge kinderen
Author(s): J.E.P.T. Schlichtingpp.: 111–121 (11)More LessIn the Netherlands, there is a growing concern about the acquisition of Dutch by immigrant children, and politicians are inclined to support more language programmes for preschoolers. This paper argues that a special vocabulary for young children who have no knowledge of Dutch might be a useful instrument in teaching this group. A list of 1000 words was drawn up which is considered to contain a basic vocabulary for children entering primary education at the age of four. The normal order of acquisition of vocabulary in Dutch children was seen as the best guide toward selection. The main body of the list of words was taken from spontaneous language samples of children under four years old, the remainder was selected from published lists for four to six-year-old children.
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"Die wat Betekent Die?": Asymmetrie in betekenisonderhandeling Tussen Moedertaalsprekers en Tweede-Taalsprekers
Author(s): Jeanine Deenpp.: 123–135 (13)More LessIn conversations between native and nonnative speakers, problems in understanding may occur quite frequently. If one of the speakers tries to repair the trouble, negotiation of meaning will take place. This article describes the roles native and nonnative speakers of Dutch play in negotiating meaning in informal and institutional conversations and the influence of language proficiency and setting on the role distribution. Interaction data were used from a large longitudinal adult second language acquisition project (Perdue, 1993a/b). The relative distribution of the three main negotiation moves (trouble indicators, trouble clarifications and confirmation checks) showed that asymmetry occurs in both types of conversation at all three moments of measurement indicating that language proficiency is indeed a factor causing asymmetry (c.f. Deen, 1997). The nonnative speaker and the native speaker held complementary roles, the former mainly indicating trouble and the latter clarifying and checking. The influence of setting on the asymmetry was less clear because there was little difference between the two settings. The semi-authenticity of the data may partly explain this outcome. Furthermore, it could be shown that the use of confirmation checks by the native speaker could be an indicator of dominance but only when there is competition between the two speakers.
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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