Dutch Journal of Applied Linguistics
type: channel
description: The Dutch Journal of Applied Linguistics (DuJAL) is the official journal of the Dutch Association of Applied Linguistics (Anéla). It publishes research on (second) language use, learning, teaching and policy and particularly values both theoretically and practically driven research that is of societal relevance. Read more about Dujal's scope and mission here. DuJAL encourages open science, allows for publication of instruments and data, and publishes on a rolling basis.
publisher: Anéla
language: en
publication name: Dutch Journal of Applied Linguistics
issn: 2211-7253
items: Why should I care? Research ethics in the field of adult L2 Literacy
items: The fine balancing act: Tension between macro and micro ethics -A response to “Why should I care? Research ethics in the field of adult L2 literacy”
items: Academic vocabulary size as a predictor for early academic achievement - A case study of an easy-to-administer, low-stakes, post-entry test
items: Accessibility, researcher training, and sampling: A care-ful approach
items: How Should I Care: Research Ethics and Its Tensions in Participatory Action Research
items: Care, Character, and Conversation
items: Gatekeeping and gate-opening: Ethical and reflexive research with LESLLA stakeholders
items: Tussen jij en jouw - de spelling van homofone werkwoorden voor het gereduceerd bezittelijk en persoonlijk voornaamwoord je
items: Newly Arrived Migrant Students’ perceptions of second language learning conditions in Emergency Remote Teaching: the case of Flanders
items: Teachers’ beliefs about multilingual students and their language choice: exploring the effect of language hierarchies
items: Integration, demands and accommodations: An exploration of summative assessment practices in Dutch bilingual secondary education
items: Multilingual book clubs: Reading in your heritage language at school
items: Diamonds are not just a scientist’s best friend
items: The role of foreign language anxiety and task complexity on fluency in German learners of Dutch
items: It only works if we all participate. A response to ‘Diamond is a scientist’s best friend. Counteracting systemic inequality in open access publishing.’
items: Open science publishing practices can break commercial publishers’ dominant position in the dissemination of scientific results
items: Universities of Applied Sciences and diamond open access
items: An exploratory study on the aspects of vocabulary knowledge addressed in EAP textbooks
items: An exploratory study of predictors of vocabulary knowledge of Vietnames preschool-age children in a city
items: Learners’ Reflective Practice between the Repeated Performances of Tasks: Effects on Second Language Development
items: Hoe universeel zijn receptieve meertaligheidsstrategieën?
items: Prosody training benefits in perception vs. production skills in simultaneous interpreting: an experimental study
items: Measuring (online) word segmentation in adults and children
items: Dutch listeners’ responses to Dutch, British and American English accents in three contexts.
items: Speaker discrimination as a function of vowel realization: does focus affect perception?
items: Processing mismatching gendered possessive pronouns in L1 Dutch and L2 French
items: Adolescents and Verb Spelling: The Impact of Gender and Educational Track on Rule Knowledge and Linguistic Attitudes
items: Structure-based Versus Dynamic Usage-based Instruction
items: Better catch them young, but how?
items: Miss Belgium, Coca-Cola and Flemish carwashes

Why should I care? Research ethics in the field of adult L2 Literacy
type: item
description: The aim of research ethics is to ensure that research is conducted responsibly, with respect for the rights, dignity and wellbeing of participants. This viewpoint paper describes ethical challenges that can arise when conducting research with adult migrants who are learning an additional language (L2), while also acquiring literacy for the first time. Anchored in our own experiences, we reflect on how an ethics of care perspective corresponds to the relational and contextual realities of our research. Through this lens, we advocate for deeper consideration of the responsibilities and responsiveness of researchers and ethics committees when assessing and addressing the potential vulnerabilities of participants. In this paper we offer the following viewpoints for consideration: Standard institutional (macro) research ethics procedures are often inappropriate when involving adult L2 literacy learners in research. Ethics procedures do not prepare you for the reflexive, micro-ethical decision-making that is usually required when conducting research with these learners, and can create barriers for inclusive research practices. Ethical procedures and practices should embrace an ethics of care framework, encouraging caring conduct throughout the research process and in consideration of all involved.
subject: Viewpoints
  topic: section
subject: Research Ethics in Adult L2 Literacy
  topic: category
subject: research ethics
  topic: keywords
subject: adult literacy
  topic: keywords
subject: LESLLA
  topic: keywords
subject: ethics of care
  topic: keywords
creator: Louise Shepperd
creator: Kaatje Dalderop
rights: Copyright (c) 2026 Dr. Louise Shepperd, Dr. Kaatje Dalderop https://creativecommons.org/licenses/by/4.0
date: 2026-01-07
publication date: 2026-01-07
doi: 10.51751/dujal23614

The fine balancing act: Tension between macro and micro ethics -A response to “Why should I care? Research ethics in the field of adult L2 literacy”
type: item
description: There are increasing interests around research ethics which are reflected through the ongoing dedicated conferences, edited volumes and journal special issues. While there is no shortage of “formal” guidance, e.g. the Singapore Statement on Research Integrity (2010; Resnik and Shamoo, 2011), the British Educational Research Association’s Ethical Guidelines for Educational Research (BERA, 2024), and the British Association for Applied Linguistics’ Recommendations on Good Practice in Applied Linguistics (BAAL, 2021), the article “Why should I care? Research ethics in the field of adult L2 literacy” by Shepperd and Dalderop serves as a solemn reminder that the current ethics and governance structure in the “Global North” context is far from perfect. In this response piece, I discuss some of the issues highlighted by the vignettes shared by Shepperd and Dalderop. I echo and extend their call for the practice of ethics of care, and the importance of raising awareness among researchers, ethics reviewing committee, as well as gatekeepers including editors and reviewers at the publication of end of research cycle.
subject: Viewpoints
  topic: section
subject: Research Ethics in Adult L2 Literacy
  topic: category
subject: research ethics
  topic: keywords
subject: macro/ micro ethics
  topic: keywords
subject: reflexivity
  topic: keywords
subject: ethics of care
  topic: keywords
creator: Alex Ho-Cheong Leung
rights: Copyright (c) 2026 Alex Ho-Cheong Leung https://creativecommons.org/licenses/by/4.0
date: 2026-03-23
publication date: 2026-03-23
doi: 10.51751/dujal25352

Academic vocabulary size as a predictor for early academic achievement - A case study of an easy-to-administer, low-stakes, post-entry test
type: item
description: This study investigates the predictive value of an academic vocabulary size screening test in Dutch for early academic achievement in higher education, in a context where Dutch is the predominant L1 of instruction. The research compares the performance of an academic vocabulary size screening test with a general vocabulary counterpart, revealing that the academic test exhibits slightly stronger reliability and similar associations with personal and educational characteristics, often with more pronounced effect sizes. Regression analyses demonstrate that academic vocabulary size significantly contributes to predicting Grade Point Average (GPA) and Cumulative Study Efficiency (CSE). However, prior secondary education remains the most critical predictor of academic achievement. The findings suggest that an academic vocabulary size screening test can be a valuable tool for supporting the initial success of incoming higher education students.
subject: Articles
  topic: section
subject: vocabulary knowledge
  topic: keywords
subject: vocabulary size
  topic: keywords
subject: academic vocabulary
  topic: keywords
subject: academic achievement
  topic: keywords
subject: higher education
  topic: keywords
subject: student success
  topic: keywords
creator: Pieterjan Bonne
creator: Jordi Casteleyn
rights: Copyright (c) 2025 Pieterjan Bonne, Jordi Casteleyn https://creativecommons.org/licenses/by/4.0
date: 2025-11-26
publication date: 2025-11-26
doi: 10.51751/dujal19780

Accessibility, researcher training, and sampling: A care-ful approach
type: item
description: In this contribution, we argue that our research should matter to the people we collect data from. This requires us to consider how we publish our results, how we educate scholars within our community, and how we sample from various populations.
subject: Viewpoints
  topic: section
subject: Research Ethics in Adult L2 Literacy
  topic: category
subject: research ethics
  topic: keywords
subject: questionable research practices
  topic: keywords
subject: research methods
  topic: keywords
creator: Scott Sterling
creator: Merja Kytö
creator: Luke Plonsky
creator: Kate Yaw
creator: Tove Larsson
rights: Copyright (c) 2026 Scott Sterling, Merja Kytö, Luke Plonsky, Kate Yaw, Tove Larsson https://creativecommons.org/licenses/by/4.0
date: 2026-03-24
publication date: 2026-03-24
doi: 10.51751/dujal24880

How Should I Care: Research Ethics and Its Tensions in Participatory Action Research
type: item
description: In Shepperd and Dalderop (forthcoming)’s viewpoint Why should I care? Research ethics in the field of adult L2 Literacy, the authors make three important assertions regarding research ethics with so called vulnerable participants. This response considers the tensions explored by the authors, in light of my experience conducting a Participatory Action Research (PAR) project with refugee women in the Netherlands.
subject: Viewpoints
  topic: section
subject: Research Ethics in Adult L2 Literacy
  topic: category
subject: ethics
  topic: keywords
subject: research ethics
  topic: keywords
subject: ethics of care
  topic: keywords
subject: participatory action research
  topic: keywords
creator: Amber Bartlett
rights: Copyright (c) 2026 Amber I Bartlett https://creativecommons.org/licenses/by/4.0
date: 2026-03-23
publication date: 2026-03-23
doi: 10.51751/dujal24831

Care, Character, and Conversation
type: item
description: This is a reflection on a paper by Shepperd and Dalderop, ‘Why Should I Care? Research Ethics in the Field of Adult L2 Literacy.’ I agree with their analysis that there is often a 'gap' between formal ethics procedures and actual 'good research' as it is understood in practice. I think this 'gap' extends more generally and I offer some brief thoughts on possible reconceptualizations of 'autonomy', 'informed consent' and 'virtue' that might be relevant for research ethics.
subject: Viewpoints
  topic: section
subject: Research Ethics in Adult L2 Literacy
  topic: category
subject: Care ethics
  topic: keywords
subject: virtue ethics
  topic: keywords
subject: informed consent
  topic: keywords
subject: autonomy
  topic: keywords
creator: Thomas Nys
rights: Copyright (c) 2026 Thomas R.V. Nys https://creativecommons.org/licenses/by/4.0
date: 2026-03-23
publication date: 2026-03-23
doi: 10.51751/dujal24821

Gatekeeping and gate-opening: Ethical and reflexive research with LESLLA stakeholders
type: item
description: With their self-reflective article and vignettes, Shepperd and Dalderop provide valuable insights into their personal quest for ethical and reflexive research and make an important contribution to research ethics in applied linguistics. In our viewpoint, we would like to elaborate on their reflections on informed consent and voluntary participation by providing our thoughts on potential gate-openers/ gate-opening in LESLLA research. Their article considers three core areas of ethical care (consent, participation and minimising harm while optimising beneficence) to be exercised in LESLLA research and frames these as “layers of vulnerability” (see Luna, 2019). Similarly to Shepperd and Dalderop, we navigated these layers of vulnerability in our individual LESLLA research contexts in Norway (Live), Australia (Skye and Jemima) and Finland (Eva) through various institutional and research gatekeepers and will discuss relevant personal and contextualized reflections of our own in this viewpoint.
subject: Viewpoints
  topic: section
subject: Research Ethics in Adult L2 Literacy
  topic: category
subject: Adult literacy
  topic: keywords
subject: informed consent
  topic: keywords
subject: LESLLA
  topic: keywords
subject: reflexivity
  topic: keywords
subject: research ethics
  topic: keywords
creator: Eva Malessa
creator: Skye Playsted
creator: Jemima Rillera Kempster
creator: Live Grinden
rights: Copyright (c) 2026 Eva Malessa, Skye Playsted, Jemima Rillera Kempster, Live Grinden https://creativecommons.org/licenses/by/4.0
date: 2026-03-24
publication date: 2026-03-24
doi: 10.51751/dujal24695

Tussen jij en jouw - de spelling van homofone werkwoorden voor het gereduceerd bezittelijk en persoonlijk voornaamwoord je
type: item
description: The number of verb-spelling errors decreases as students’ education level increases (Borsten & Jongenelen, 2012). However, even for the best students in Dutch secondary education, the spelling of homophonic verbs before reduced pronoun je ‘you/your’ remains a problem, as the pronoun may be either the reduced form of personal pronoun jij ‘you’ or the possessive pronoun jouw ‘your’. This affects the spelling of the preceding verb: it gets a final –t or not. In this contribution, we analysed the legal framework, compared teaching methods, and performed quantitative analyses on a large set of students’ spellings of verbs to test possible associations between spelling errors in homophonic verbs and the two functions of the reduced pronoun je, taking into account education level, and education stage. The results show that homophonic verbs preceding je indeed contain significantly more spelling errors than other homophonic verbs. Accordingly, we formulate recommendations for Dutch language education.
subject: Articles
  topic: section
subject: homophonic verbs
  topic: keywords
subject: verb conjugation
  topic: keywords
subject: verb-spelling errors
  topic: keywords
subject: education
  topic: keywords
subject: Dutch
  topic: keywords
subject: personal pronoun
  topic: keywords
subject: possessive pronoun
  topic: keywords
subject: reduced pronouns
  topic: keywords
creator: Alex Reuneker
creator: Mette Rebel
rights: Copyright (c) 2025 Alex Reuneker, Mette Rebel https://creativecommons.org/licenses/by/4.0
date: 2025-07-21
publication date: 2025-07-21
doi: 10.51751/dujal19421

Newly Arrived Migrant Students’ perceptions of second language learning conditions in Emergency Remote Teaching: the case of Flanders
type: item
description: When Newly Arrived Migrant Students (NAMS) enter their country of arrival, they are expected to get familiarized with the new educational system, while simultaneously acquiring the language of instruction. Within this context, comprehensible input and meaningful interaction are needed to effectively acquire a second language. While educational systems worldwide switched to Emergency Remote Teaching due to the outbreak of COVID-19 in 2020, such online learning environments often fail to meet these language learning conditions adequately. We investigated NAMS’ perceptions of second language learning conditions during online learning through six semi-structured focus groups with 23 NAMS. Results show that participants encountered greater difficulties in understanding their teachers’ input in online classes. Although alternative input channels, such as video recordings, reportedly did not entirely compensate the lack of interaction in the online environment, participants believed that processing alternative sources of input enabled them to maintain their Dutch proficiency through Emergency Remote Teaching.
subject: Articles
  topic: section
subject: Newly Arrived Migrant Students
  topic: keywords
subject: language learning
  topic: keywords
subject: Emergency Remote Teaching
  topic: keywords
subject: Covid-19
  topic: keywords
subject: focus groups
  topic: keywords
creator: Shauny Seynhaeve
rights: Copyright (c) 2025 Shauny Seynhaeve https://creativecommons.org/licenses/by/4.0
date: 2025-05-21
publication date: 2025-05-21
doi: 10.51751/dujal18339

Teachers’ beliefs about multilingual students and their language choice: exploring the effect of language hierarchies
type: item
description: This study investigated Dutch primary school teachers’ attitudes towards multilingualism and whether their beliefs are influenced by the social prestige of the languages involved. Using an online questionnaire, we investigated to what extent teachers are concerned about Dutch language development of child L2 learners, what they would advise parents, how they respond to home language use in the classroom and the schoolyard, and whether teachers’ responses are influenced by language hierarchies (i.e., are there any differences between attitudes towards a French child called Emile speaking French, or a Pakistani child called Mohamed speaking Urdu?). Our results showed great individual variation in teachers’ attitudes, but no effects of language status. Moreover, teachers with more multilingual students in their class and teachers who had received training on multilingualism were more likely to accept L1 use at school, while the proportion of multilingual students was negatively related to teachers’ concerns about L2 development.
subject: Articles
  topic: section
subject: multilingualism
  topic: keywords
subject: education
  topic: keywords
subject: teacher attitudes
  topic: keywords
subject: primary school teachers
  topic: keywords
subject: language status
  topic: keywords
subject: language hierarchies
  topic: keywords
subject: multilingual turn
  topic: keywords
creator: Jasmijn Bosch
creator: Jet Doedel
rights: Copyright (c) 2024 Jasmijn Bosch, Jet Doedel https://creativecommons.org/licenses/by/4.0
date: 2024-11-26
publication date: 2024-11-26
doi: 10.51751/dujal17933

Integration, demands and accommodations: An exploration of summative assessment practices in Dutch bilingual secondary education
type: item
description: In content and language integrated learning (CLIL), the goal is to support learning of both subject content and (subject-related) language, through an integrated approach. Based on the principle of constructive alignment (Biggs, 1996), it is logical to assume that such integration carries through to assessment. This study explores the extent to which this is the case in the context of bilingual secondary education in the Netherlands. Drawing on quantitative, self-report data from a teacher questionnaire, and qualitative analysis of assessment materials, we explore the relative roles of language and content, the use of accommodations and translanguaging as support, and the cognitive and linguistic demands posed by assessments. In line with previous research, it appears that assessment practices do not always align with the integrated goals of CLIL. Implications for practice are discussed, as is the need for more attention for this aspect of CLIL in research and teacher education.
subject: Articles
  topic: section
subject: teaching practice
  topic: keywords
subject: bilingual education
  topic: keywords
subject: accommodations
  topic: keywords
subject: translanguaging
  topic: keywords
subject: cognitive demands
  topic: keywords
subject: linguistic demands
  topic: keywords
subject: integration
  topic: keywords
subject: assessment
  topic: keywords
subject: summative
  topic: keywords
subject: content and language integrated learning
  topic: keywords
creator: Tessa Mearns
creator: Catherine van Beuningen
creator: Niels Nederlof
creator: Nivja de Jong
rights: Copyright (c) 2025 Tessa Mearns, Catherine van Beuningen, Niels Nederlof, Nivja de Jong https://creativecommons.org/licenses/by/4.0
date: 2025-05-21
publication date: 2025-05-21
doi: 10.51751/dujal15756

Multilingual book clubs: Reading in your heritage language at school
type: item
description: Reading skills and motivation in Dutch adolescents are rapidly declining, but reading interventions typically focus solely on the school language, neglecting multilingual students' heritage languages. This study examines the impact of a multilingual book club intervention, where 12- to 13-year-old students read and discussed books in their heritage language during Dutch language classes. Using a mixed-methods approach, we analyzed how students perceived the book clubs and reading in their heritage language, and whether the (multilingual) book clubs led to increased intrinsic reading motivation and more positive reading attitudes. While quantitative results show no improvements in reading motivation or attitudes, qualitative findings highlight the value of social interaction and acknowledging students’ multilingual literacy. The study suggests that integrating multilingual literacy in education may foster student engagement, inclusivity and awareness of linguistic diversity.
subject: Articles
  topic: section
subject: book clubs
  topic: keywords
subject: multilingualism
  topic: keywords
subject: reading motivation
  topic: keywords
subject: heritage languages
  topic: keywords
subject: attitudes
  topic: keywords
subject: secondary education
  topic: keywords
creator: Jasmijn Bosch
creator: Suzanne Aalberse
creator: Jurgen Tijms
creator: Judith Rispens
rights: Copyright (c) 2026 Jasmijn Bosch, Suzanne Aalberse, Jurgen Tijms, Judith Rispens https://creativecommons.org/licenses/by/4.0
date: 2026-04-14
publication date: 2026-04-14
doi: 10.51751/dujal22372

Diamonds are not just a scientist’s best friend
type: item
description: In this response to Diamond is a scientist's best friend, Ron Oostdam argues that diamond open access is morally worth striving for, but may be difficult to achieve.
subject: Viewpoints
  topic: section
subject: Diamond open access publishing
  topic: category
subject: net
  topic: keywords
creator: Ron Oostdam
rights: Copyright (c) 2024 Ron Oostdam https://creativecommons.org/licenses/by/4.0
date: 2024-07-05
publication date: 2024-07-05
doi: 10.51751/dujal18808

The role of foreign language anxiety and task complexity on fluency in German learners of Dutch
type: item
description: This study investigated which aspects of fluency are related to foreign language anxiety and proficiency, and how this interacts with task complexity during a non-exam situation. Sixty-one low-intermediate German learners of Dutch completed a foreign language anxiety questionnaire, a proficiency test and two speech production tasks. Correlational analyses showed that anxiety was negatively related to number of mid-clause pauses in a complex task. Proficiency was positively related to numerous speed and breakdown fluency measures in a simple task. Mixed-effects models demonstrated that proficiency predicted two fluency measures. Task type positively predicted speed fluency. Anxiety was not a significant predictor of any fluency measure, which may be related to participants’ relatively low anxiety level. This finding suggests that anxiety may not have a strong influence during speaking tasks that are not part of formal assessments.
subject: Articles
  topic: section
subject: fluency
  topic: keywords
subject: foreign language anxiety
  topic: keywords
subject: task complexity
  topic: keywords
subject: proficiency
  topic: keywords
creator: Foekje Reitsma
creator: Esther Ruigendijk
rights: Copyright (c) 2024 Foekje Reitsma, Esther Ruigendijk https://creativecommons.org/licenses/by/4.0
date: 2024-10-25
publication date: 2024-10-25
doi: 10.51751/dujal13401

It only works if we all participate. A response to ‘Diamond is a scientist’s best friend. Counteracting systemic inequality in open access publishing.’
type: item
description: As the chair of Anéla (Dutch Society for Applied Linguistics) and chair of VIOT (Vereniging Interuniversitair Overleg Taalbeheersing) we respond to the position paper by Andringa, Mos, van Beuningen, Gonzalez, Hornikx and Steinkraus (2024) titled ‘Diamond is a scientist’s best friend. Counteracting systemic inequality in open-access publishing.’ We suggest some additional actions we can undertake as associations within the fields of applied linguistics and language and communication to achieve the goal set out by the authors: making Diamond Open Access publishing the standard in publishing. We conclude by adding two more benefits when doing so.
subject: Viewpoints
  topic: section
subject: Diamond open access publishing
  topic: category
subject: DOA
  topic: keywords
subject: recognition and rewards
  topic: keywords
subject: open scholarship; open access; research culture; publishing
  topic: keywords
subject: Anéla
  topic: keywords
subject: VIOT
  topic: keywords
creator: Tessa van Charldorp
creator: Nanon Labrie
rights: Copyright (c) 2024 Tessa van Charldorp, Nanon Labrie https://creativecommons.org/licenses/by/4.0
date: 2024-07-05
publication date: 2024-07-05
doi: 10.51751/dujal19250

Open science publishing practices can break commercial publishers’ dominant position in the dissemination of scientific results
type: item
description: In this response to Diamond is a scientist's best friend, Pascal Braak discusses open science practices from a bibliographic perspective and among other things, sketches how a fully open and transparent knowledge generation process may break the power of commercial publishers.
subject: Viewpoints
  topic: section
subject: Diamond open access publishing
  topic: category
subject: diamond, open access, preprints, open peer review
  topic: keywords
creator: Pascal Braak
rights: Copyright (c) 2024 Pascal Braak https://creativecommons.org/licenses/by/4.0
date: 2024-07-05
publication date: 2024-07-05
doi: 10.51751/dujal19240

Universities of Applied Sciences and diamond open access
type: item
description: Response to the article 'Diamond is a Scientist's Best Friend,' from the perspective of applied sciences.
subject: Viewpoints
  topic: section
subject: Diamond open access publishing
  topic: category
subject: Open access
  topic: keywords
subject: Diamond publication
  topic: keywords
creator: Anne Marie Meijer
rights: Copyright (c) 2024 Anne Marie Meijer https://creativecommons.org/licenses/by/4.0
date: 2024-07-05
publication date: 2024-07-05
doi: 10.51751/dujal19207

An exploratory study on the aspects of vocabulary knowledge addressed in EAP textbooks
type: item
description: Vocabulary knowledge, which plays an important role in foreign or second language (L2) learning, involves a range of aspects such as form and meaning, grammatical functions, or word parts. Little research, however, has investigated how aspects of vocabulary knowledge are addressed in L2 textbooks. This study aims to fill that gap by examining the aspects of vocabulary knowledge that English for Academic Purposes (EAP) textbooks pay attention to. To that end, four EAP textbooks of upper-intermediate and advanced levels were investigated. A total of 873 vocabulary activities were identified and analysed based on Nation (2013) and Brown’s (2011) frameworks. Results show that grammatical functions, associations, and word parts receive the most attention in the EAP textbooks while written form, constraints on use, and spoken form receive the least attention. The findings also demonstrate variations among the EAP textbooks in their amounts of attention to different aspects of word knowledge.
subject: Articles
  topic: section
subject: vocabulary knowledge
  topic: keywords
subject: English for academic purposes
  topic: keywords
subject: textbooks
  topic: keywords
subject: academic language
  topic: keywords
subject: vocabulary teaching
  topic: keywords
creator: Duy Van Vu
creator: Marije Michel
rights: Copyright (c) 2021 Duy Van Vu, Marije Michel https://creativecommons.org/licenses/by/4.0
date: 2021-04-30
publication date: 2021-04-30
doi: 10.51751/dujal9345

An exploratory study of predictors of vocabulary knowledge of Vietnames preschool-age children in a city
type: item
description: This study explores the effects of child-external and child-internal factors on vocabulary skills of Vietnamese pre-schoolers. Thirty-nine Vietnamese children (54-77 months) were tested on vocabulary and cognition skills. Their parents completed a questionnaire on background information. Correlation and regression analyses were performed to explore the contribution of multiple factors to the variability in vocabulary skills. Results showed that the effects of multiple factors varied across modality and domain. Productive vocabulary was individually sensitive to more factors than receptive vocabulary; and phonologically-based vocabulary was more sensitive than semantically-based vocabulary. The strongest predictor of receptive vocabulary, productive vocabulary, semantically-based vocabulary and phonologically-based vocabulary was child intelligence, child pre-schooling length, household income and child age, respectively. The findings seem to support the multidimensional views of language with evidence that different domains or modalities of vocabulary skills respond to the effects of multiple factors differently; and components of verbal ability should be examined separately.
subject: Articles
  topic: section
subject: vocabulary knowledge
  topic: keywords
subject: multiple factors
  topic: keywords
subject: Vietnamese children
  topic: keywords
creator: Giang Thi Huong Hoang
creator: Kristof Baten
creator: Ludovic de Cuypere
creator: Tat Thang Hoang
creator: Miriam Taverniers
rights: Copyright (c) 2021 Giang T. H. Hoang, Kristof Baten, Ludovic de Cuypere, Thang T. Hoang, Miriam Taverniers https://creativecommons.org/licenses/by/4.0
date: 2021-06-21
publication date: 2021-06-21
doi: 10.51751/dujal9538

Learners’ Reflective Practice between the Repeated Performances of Tasks: Effects on Second Language Development
type: item
description: This study attempted to explore the role of reflection in the accurate use of the English regular past tense structure using task repetition. Thirty-one learners were assigned into two conditions: task repetition only (TR) and task repetition with self-reflection (TR+SR). Both groups repeated an oral narrative task two times and then carried out a new task of the same type (i.e., another oral narrative task). However, only the TR+SR learners were engaged in self-reflection through responding to a questionnaire developed for the purpose of this study. Results revealed that learners’ reflection on their first task performance helped them notice the gap between their existing and target structure use as attested by their significantly high scores in the repeated tasks as well as the new task. The results therefore indicate the potential of reflective practice as an effective intervention strategy between repeated performances of the same task in terms of accuracy.
subject: Articles
  topic: section
subject: task repetition
  topic: keywords
subject: self-reflection
  topic: keywords
subject: accuracy
  topic: keywords
subject: intervention
  topic: keywords
subject: focus on form
  topic: keywords
subject: task-based language teaching
  topic: keywords
creator: Sima Khezrlou
rights: Copyright (c) 2021 Sima Khezrlou https://creativecommons.org/licenses/by/4.0
date: 2021-07-08
publication date: 2021-07-08
doi: 10.51751/dujal9458

Hoe universeel zijn receptieve meertaligheidsstrategieën?
type: item
description: There are multiple ways in which language learners’ multilingual repertoire can be put to use in foreign language learning and teaching. One such use is receptive multilingualism (RM, cf. Blees & Ten Thije 2017). Despite the fact that RM has been found to be an effective means of communication between adult speakers of typologically related languages, like Dutch and German (see Beerkens, 2010; Van Mulken & Hendriks, 2015; Ribbert & Ten Thije, 2007), there is hardly any research investigating its use and effectiveness in younger learners in school settings (Ten Thije, Gulikers & Schoutsen, 2020). In this contribution, we present the results of a pilot study in which we investigate whether German secondary-school students make use of their multilingual repertoire by employing receptive multilingual strategies when decoding an unknown, but typologically related language (Dutch) and whether they can transfer these skills when decoding a less typologically related, unknown language (Maltese).
subject: Articles
  topic: section
subject: receptieve meertaligheid
  topic: keywords
subject: decodeerstategieën
  topic: keywords
subject: language awareness strategieën
  topic: keywords
subject: buurtalen Duits - Nederlands
  topic: keywords
subject: NT2
  topic: keywords
creator: Eva Knopp
creator: Sabin Jentges
creator: Chrissy Laurentzen
creator: Margot van Mulken
rights: Copyright (c) 2021 Eva Knopp, Sabin Jentges, Chrissy Laurentzen, Margot van Mulken https://creativecommons.org/licenses/by/4.0
date: 2021-09-07
publication date: 2021-09-07
doi: 10.51751/dujal9705

Prosody training benefits in perception vs. production skills in simultaneous interpreting: an experimental study
type: item
description: The present study investigates the prosody training benefits for interpreter trainees in perception vs. production skills in simultaneous interpreting. Two groups of student interpreters were formed. Participants were assigned to groups at random. The control group received routine instruction in interpreting skills. The experimental group spent 20 minutes less time per session on the routine curriculum and instead re­ceived awareness training on prosodic features of English. The total instruction time was the same for the students in two groups, i.e., 15 hours. Students then took a posttest in interpretation skills. The results showed that the experimental group performed better than the control group in simultaneous interpretation performance. Moreover, the study revealed that prosody training enhances the students’ perception skills more than that of the production skills. These results have pedagogical implications for curriculum designers, interpreter training programs, and all who are involved in language study and pedagogy.
subject: Articles
  topic: section
subject: Prosody, simultaneous interpretation, interpreter trainees, training program
  topic: keywords
creator: Mahmood Yenkimaleki
rights: Copyright (c) 2021 Mahmood Yenkimaleki https://creativecommons.org/licenses/by/4.0
date: 2021-10-06
publication date: 2021-10-06
doi: 10.51751/dujal9888

Measuring (online) word segmentation in adults and children
type: item
description: Since Saffran, Aslin and Newport (1996) showed that infants were sensitive to transitional probabilities between syllables after being exposed to a few minutes of fluent speech, there has been ample research on statistical learning. Word segmentation studies usually test learning by making use of “offline methods” such as forced-choice tasks. However, cognitive factors besides statistical learning possibly influence performance on those tasks. The goal of the present study was to improve a method for measuring word segmentation online. Click sounds were added to the speech stream, both between words and within words. Stronger expectations for the next syllable within words as opposed to between words were expected to result in slower detection of clicks within words, revealing sensitivity to word boundaries. Unexpectedly, we did not find evidence for learning in multiple groups of adults and child participants. We discuss possible methodological factors that could have influenced our results.
subject: Articles
  topic: section
subject: psycholinguistics
  topic: keywords
subject: statistical learning
  topic: keywords
subject: word segmentation task
  topic: keywords
subject: click detection task
  topic: keywords
subject: online measure
  topic: keywords
creator: Iris Broedelet
creator: Paul Boersma
creator: Judith Rispens
rights: Copyright (c) 2021 Iris Broedelet, Paul Boersma, Judith Rispens https://creativecommons.org/licenses/by/4.0
date: 2021-10-26
publication date: 2021-10-26
doi: 10.51751/dujal9607

Dutch listeners’ responses to Dutch, British and American English accents in three contexts.
type: item
description: The aim of this study was to assess Dutch listeners’ responses to native-accented Englishes compared with Dutch-accented English in terms of speech understandability and speech evaluations in three professional communication contexts. In a matched-guise experiment Dutch listeners (N=392) responded to a Dutch English, a standard British and American accent in terms of speech understandability (intelligibility, comprehensibility, interpretability) and speaker evaluations (status, affect, dynamism). Dutch listeners evaluated these accents in three communication contexts: Lecture, Audio Tour, Job Pitch. Only context affected speech understandability: comprehensibility and interpretability were higher for the Lecture compared to the Audio Tour and the Job Pitch. Accent only negatively affected status evaluations for Dutch-accented English. Context only evoked more affect in the Audio Tour and the Lecture than in the Job Pitch. Our main conclusion is that Dutch-accented English negatively impacts status, but not understanding, affect and dynamism. Context impacts understanding and affect.
subject: Articles
  topic: section
subject: Dutch-accented English
  topic: keywords
subject: communication context
  topic: keywords
subject: speech understandability
  topic: keywords
subject: speaker evaluations
  topic: keywords
subject: matched-guise technique
  topic: keywords
creator: Warda Nejjari
creator: Marinel Gerritsen
creator: Roeland van Hout
creator: Brigitte Planken
rights: Copyright (c) 2021 Warda Nejjari, Prof. dr. M. Gerritsen, Prof. dr. R. van Hout, Dr. B. Planken https://creativecommons.org/licenses/by/4.0
date: 2021-12-13
publication date: 2021-12-13
doi: 10.51751/dujal9365

Speaker discrimination as a function of vowel realization: does focus affect perception?
type: item
description: The acoustic-phonetic characteristics of speech sounds are influenced by their linguistic position in the syllable or sentence. Because of acoustic-phonetic differences between different speech sounds, sounds vary in the amount of speaker information they contain. However, do spectral and durational differences between realizations of the same sound that were sampled from different linguistic positions also impact speaker information? We investigated speaker discrimination in [−focus] versus [+focus] word realizations. Twenty-one Dutch listeners participated in a same-different task, using stimuli varying in focus, vowel ([aː], [u]), and word context ([ɦ_k], [v_t]), spoken by 11 different speakers. Results showed that an effect of focus on speaker-dependent information was present, but limited to words containing [u]. Moreover, performance on [u] words was influenced by (interactions of) word context and trial type (same-vs. different-speaker). Context-dependent changes in a speech sound’s acoustics may affect its speaker-dependent information, albeit under specific conditions only.
subject: Articles
  topic: section
subject: speaker discrimination
  topic: keywords
subject: focus
  topic: keywords
subject: vowel quality
  topic: keywords
subject: speech perception
  topic: keywords
subject: Dutch
  topic: keywords
creator: Willemijn Heeren
creator: Cesko Voeten
creator: Tessi Marks
rights: Copyright (c) 2022 Willemijn Heeren, Cesko Voeten, Tessi Marks https://creativecommons.org/licenses/by/4.0
date: 2022-05-23
publication date: 2022-05-23
doi: 10.51751/dujal9420

Processing mismatching gendered possessive pronouns in L1 Dutch and L2 French
type: item
description: The results of a self-paced reading experiment show that reading times in Dutch increase when there is a gender mismatch between the subject and a subsequent possessive pronoun, signaling an increase in processing difficulty. We hypothesized that Dutch learners of French incorrectly apply the rules of their L1 in their L2 and should therefore also show an increase in reading times in French upon encountering a possessive pronoun for which grammatical gender differs from the biological gender of the subject (the possessor). At the same time, we expected that they would have no or less difficulties in processing ungrammatical French sentences in which the biological gender of the subject/possessor matches the gender of the possessive pronoun. We did not find either of these effects in a second self-paced reading experiment. We assume that the Dutch learners of French parse the foreign language sentences in a shallow fashion.
subject: Articles
  topic: section
subject: self-paced reading
  topic: keywords
subject: gender features
  topic: keywords
subject: syntactic agreement
  topic: keywords
subject: semantic agreement
  topic: keywords
subject: shallow processing
  topic: keywords
creator: Gert-Jan Schoenmakers
creator: Theresa Redl
creator: Sebastian Collin
creator: Rozanne Versendaal
creator: Peter de Swart
creator: Helen de Hoop
rights: Copyright (c) 2022 Gert-Jan Schoenmakers, Theresa Redl, Sebastian Collin, Rozanne Versendaal, Peter de Swart, Helen de Hoop https://creativecommons.org/licenses/by/4.0
date: 2022-07-14
publication date: 2022-07-14
doi: 10.51751/dujal9948

Adolescents and Verb Spelling: The Impact of Gender and Educational Track on Rule Knowledge and Linguistic Attitudes
type: item
description: The present paper examines the correlation between adolescents’ gender and educational profile on the one hand and their knowledge of the Dutch verb spelling rules and spelling attitudes on the other hand. A two-part survey was conducted among 451 Flemish students from different educational tracks. We conducted this survey in order to complement our previous research in which we observed social patterns in adolescents’ verb spelling errors on social media (Surkyn et al., 2019, 2020, 2021). Our results reveal that girls and theoretically oriented students care most about correct verb spelling. Moreover, theoretically oriented students have a better knowledge of the verb spelling rules. This survey provides additional evidence for the interpretation of the social patterns in our corpus research on Dutch verb spelling errors.
subject: Articles
  topic: section
subject: verb spelling errors
  topic: keywords
subject: rule knowledge
  topic: keywords
subject: spelling attitudes
  topic: keywords
subject: gender
  topic: keywords
subject: education
  topic: keywords
creator: Hanne Surkyn
creator: Dominiek Sandra
creator: Reinhild Vandekerckhove
rights: Copyright (c) 2022 Hanne Surkyn, Dominiek Sandra, Reinhild Vandekerckhove https://creativecommons.org/licenses/by/4.0
date: 2022-09-12
publication date: 2022-09-12
doi: 10.51751/dujal10932

Structure-based Versus Dynamic Usage-based Instruction
type: item
description: In the Netherlands, teaching programs for French as a foreign language in secondary school usually involve an explicit focus on grammar. This is partially motivated by early findings in SLA research, which showed that explicit instruction is more effective in foreign language acquisition (Norris, & Ortega, 2000; Spada, & Tomita, 2010) and is even considered essential to achieve accuracy in advanced writing (Gunnarsson, 2012). The aim of this classroom study is to test these claims as it compares a structure-based (SB) method to a Dynamic Usage-Based (DUB) method in developing writing mastery in a pre-university program for French. The results suggest that both programs are equally effective in achieving grammatical accuracy and obtaining general text scores, but a DUB program seems more effective in achieving lexical complexity and fluency.
subject: Articles
  topic: section
subject: explicit-implicit
  topic: keywords
subject: exposure
  topic: keywords
subject: L2 French
  topic: keywords
subject: dynamic usage-based
  topic: keywords
subject: structure-based
  topic: keywords
creator: Wim Gombert
creator: Merel Keijzer
creator: Marjolijn Verspoor
rights: Copyright (c) 2022 Wim Gombert, Merel Keijzer, Marjolijn Verspoor https://creativecommons.org/licenses/by/4.0
date: 2022-12-08
publication date: 2022-12-08
doi: 10.51751/dujal10935

Better catch them young, but how?
type: item
description: This paper discusses the state of affairs of dialect education in the southern Dutch province of North Brabant. The dialects spoken here lack formal recognition. Therefore, the province pursues a heritage policy that protects and promotes the dialects as cultural capital. However, a recent questionnaire among teachers and material developers has revealed that local and provincial initiatives for dialect education have not yet been implemented in a sustainable way in primary and secondary education (Doreleijers, 2021). Although teachers indicate willingness to implement dialect in education, there is a lack of knowledge of existing materials and a discrepancy between demand and the quality of supply. The aim of this paper is to look for ways to implement non-recognized dialects in the curriculum. It argues that the current situation in North Brabant can be improved by integrating dialects into the holistic model for multilingualism in education (Duarte & Günther-van der Meij, 2018).
subject: Articles
  topic: section
subject: dialect education
  topic: keywords
subject: multilingual education
  topic: keywords
subject: language awareness
  topic: keywords
subject: language reflection
  topic: keywords
subject: dialects and regional languages
  topic: keywords
subject: language curriculum
  topic: keywords
creator: Kristel Doreleijers
rights: Copyright (c) 2022 Kristel Doreleijers https://creativecommons.org/licenses/by/4.0
date: 2022-12-09
publication date: 2022-12-09
doi: 10.51751/dujal11407

Miss Belgium, Coca-Cola and Flemish carwashes
type: item
description: This article explores recent (1995-2018) discourses on ‘multilingualism’ in the Dutch- and French-medium written press in Belgium: how is the notion of ‘multilingualism’ thematised and evaluated and how does this reflect underlying historical, political and socio-economic sensitivities linked to the long-standing Belgian conflict? Based on a corpus of 1710 news articles and using Ruíz’ (1984) language orientations as heuristics for quantitative and qualitative analyses, the study aims to provide objectification and reflexivity over an emotional, versatile and multi-layered language-ideological debate. Similar to (inter)national tendencies indicated in previous studies, our results generally reveal attention for and a positive bias towards (prestigious) multilingualism, mainly linked to discourses of economic utility and plurality. Differences between the Dutch- and French-medium corpus, as well as recurring argumentative patterns in both corpora, however, can be traced back to ideological sensitivities of the Belgian conflict and point to the imperative historicity of Belgian language debates.
subject: Articles
  topic: section
subject: multilingualism
  topic: keywords
subject: language orientations
  topic: keywords
subject: language conflict
  topic: keywords
subject: media discourse
  topic: keywords
subject: Belgium
  topic: keywords
subject: Flanders
  topic: keywords
subject: Wallonia
  topic: keywords
subject: Brussels
  topic: keywords
creator: Ilias Vierendeels
creator: Laurence Mettewie
creator: Ulrike Vogl
rights: Copyright (c) 2022 Ilias Vierendeels, Laurence Mettewie, Ulrike Vogl https://creativecommons.org/licenses/by/4.0
date: 2022-12-22
publication date: 2022-12-22
doi: 10.51751/dujal10906