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Toegepaste Taalwetenschap in Artikelen - Volume 80, Issue 1, 2008
Volume 80, Issue 1, 2008
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The Perception Of Modal Particles In Dutch As a Second Language
Author(s): Johanneke Caspers and Ton van der Woudenpp.: 9–18 (10)More LessDutch is a language with numerous modal particles, such as zeker in "Jij bent zeker Jan?" (Tou must be Jan'). The colouring that these unaccented modal particles add to the utterance is very hard to describe. The prediction that the acquisition of modal particles is difficult for learners of Dutch as a second language (DSL-speakers) has been tested in a perception experiment, contrasting unaccented modal particles and their accented - adverbial - counterparts. The results reveal that the group of DSL-speakers indeed have problems selecting the best fitting stimulus (on average 43% incorrect responses) in comparison to the native controls. We are inclined to interpret the results of our experiment to imply that Dutch particles and their interaction with prosody merit more attention in didactic materials aimed at DSL-speakers.
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Praktijkgerelateerd Contrastief Onderzoek Naar Vreemde-Taalverwerving
Author(s): Philippe Hiligsmann, Melanie Baelen, Anne Lore Leloup and Laurent Rasierpp.: 19–28 (10)More LessIn this contribution we show that foreign language acquisition research does not only provide theoretical insights into the learning process of foreign languages, but also provides useful tips that are directly relevant to language teaching, especially if research is conducted with the 'integrated contrastive model'. We illustrate how the model can be applied in studies of the interlanguage of French-speaking learners of Dutch and Dutch learners of French concentrating on the phonological, morphological and pragmatic components of language. Finally, we explore possible classroom teaching activities and techniques that follow from our study.
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Van Uitspraakonderzoek Naar Uitspraakonderwijs: Implicaties van het Onderzoek Naar Uitspraakverwerving voor de Onderwijspraktijk
Author(s): Laurent Rasierpp.: 29–39 (11)More LessThe study of pronunciation (especially prosody) has often been marginalized within the field of applied linguistics. As a result, teachers are often left to rely on their own intuitions and/or tend to neglect pronunciation in their teaching practice. This article shows that applied linguistic research on interlanguage phonology and foreign accent has much to offer to second/foreign language teachers in terms of helping them to set learning goals, identifying appropriate pedagogical priorities for the classroom, and determining the most effective approaches to teaching. After a brief review of the literature on the acquisition of L2 pronunciation, these issues are discussed within a framework in which mutual intelligibility is the primary concern. Finally, we emphasise the need for more collaboration between researchers and practitioners, so that more classroom-relevant research on pronunciation learning and teaching will be conducted in the future.
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Exploring The Complexity Of Classroom Tasks For Language Learning
Author(s): Kris Van den Brandenpp.: 42–47 (6)More LessIn task-based language teaching (TBLT), defining and manipulating the complexity of language tasks has been claimed to be of crucial importance, in view of sequencing tasks in a task-based syllabus, manipulating tasks to meet specific learners' needs, and assessing language learners' current level of language proficiency. The theoretical literature and empirical research on task complexity has recendy expanded, but much of this work fails to take into account the multiple dimensions that affect task complexity. For one, in authentic, truly functional task performance, key features of the social setting in which tasks are performed, and interlocutor-dependent variables (such as their shared knowledge and experiences) influence actual task complexity. Since in real life interlocutors reinterpret tasks to suit their own needs, motivations and purposes, and dynamically tune the complexity of their performance to the ongoing conversation and negotiation process, predictions about task complexity cannot be as accurate as some applied linguists claim they should be.
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Online Kranten, Een Model Van De (Tweede-)Taalleerder En Het Genereren Van Adaptief Lesmateriaal
Author(s): Rintse van der Werf and Anne Vermeerpp.: 49–61 (13)More LessThis article explores the question whether or not a user model with an automated adaptive selection of online generated and enriched reading texts from newspapers ensures that readers of different vocabulary levels receive linguistic input that is best suited to their abilities and preferences. In a simulation study, 30 'readers' with a vocabulary size varying from 500 to 15,000 lemmas received three texts aimed at 88% text coverage (relative proportion of lemmas known to the reader) for ten days, to make sure that they understood the texts and could learn new words from them. All texts and words encountered were logged (usage data) to build up a dynamic user model. The study revealed that except for the two lower vocabulary levels (knowledge of 500 and 1000 lemmas) all texts had sufficient text coverage. After 20-25 texts, the number of words encountered for the first time in each text was about 4 to 6% (dependent on low or high vocabulary level), and not yet stable. The number of words learned after 30 texts - two to five words - was quite low. More research with far more texts is needed to find a stable pattern in the number of words learned while reading online newspapers.
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Het Effect Van Correctieve Feedback Op Schrijfproducten Van Vmbo-T Leerlingen
Author(s): C.G. van Beuningen, N.H. de Jong and Folkert Kuikenpp.: 63–74 (12)More LessThe question if second language learners can benefit from corrective feedback has been a fiercely debated topic in the academic field for over a decade. Until now, research outcomes cannot settle this discussion since only short-term effectiveness of corrective feedback could be demonstrated. Due to methodological shortcomings, results from studies that investigated long-term effects of error correction on accuracy improvement are inconclusive. By trying to overcome some of these design related drawbacks, the present study intends to make a contribution to the ongoing error correction debate. The effectiveness of direct and indirect corrective feedback was compared to the effect of two control treatments: a treatment that offered students an extra opportunity to practice their writing skills, and a treatment in which students self-corrected their errors without any available feedback. Results show that corrective feedback can be effective in improving students' accuracy.
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Luister Alstublieft!: Een onderzoek naar luistervaardigheid in een tweede taal
Author(s): Annemarie Grootpp.: 75–85 (11)More LessL2 listening is important for both communication and language learning. In language courses, however, the focus on listening is minimal. Moreover, previous research has been inconclusive about the best approach to teach listening skills. Listening pedagogy focuses mainly on comprehension. This article presents a listening training experiment with a pretest-training-posttest design. Two intact groups of adult learners of Dutch were trained on either recognition or comprehension. The Recognition Group improved significantly more on listening and grammar tests than the Comprehension Group. The groups differed significantly in several crucial aspects though. Including these variables as covariates did not change the positive result. However, the number of informants was too low to draw final conclusions and further research is required to find further support the findings in this study.
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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