11 March 2016 University of Amsterdam

2016 11 March 2016 University of Amsterdam

Table of contents Organizing committee

2

Preface

3

Abstracts plenary lectures

4–6

Abstracts oral presentations

7 – 20

Abstracts poster presentations

21 – 27

Publishing in DuJAL

28

Email addresses presenters

29 – 30

Address and directions

31

Map of Amsterdam

32

Maps of university library

33

Programme overview

34 – 35

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Organizing committee Gudrun Reijnierse Tiffany Boersma Jet Hoek Derya Demirçay Lieke Verheijen Lennie Donné Annerose Willemsen Prof Dr Tom Koole

University of Amsterdam University of Amsterdam Utrecht University Tilburg University Radboud University Nijmegen University of Groningen University of Groningen University of Groningen (board member Anéla)

Correspondence: [email protected] or Anéla/VIOT Juniorendag 2016 Attn: Jet Hoek Utrecht University Utrecht Institute of Linguistics OTS Trans 10 3512 JK Utrecht

The Anéla/VIOT Juniorendag 2016 is sponsored by:

www.anela.nl www.viot.nl www.benjamins.com aclc.uva.nl

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Preface Welcome to Amsterdam for the Anéla/VIOT Juniorendag 2016! This day is a joint initiative of Anéla (Association Néerlandaise the Linguistique Appliquée) and VIOT (Vereniging Interuniversitair Overleg Taalbeheersing). What is on the program this year? • • • • • • •

The day will be opened by Gudrun Reijnierse, chair of the organizing committee of the 26th Juniorendag. Then Prof Dr. Beppie van den Bogaerde (UvA) will deliver a plenary lecture on triadic turntaking in Dutch sign language. In the morning and afternoon, there will be three parallel sessions, with oral presentations – in Dutch and in English – by students and PhD students from the Netherlands and Belgium. There will also be presentations by the nominees for the Anéla thesis prize. During the lunch break, you can take a look at posters in the poster session. To get an idea of what the posters are about, the presenters will announce their posters beforehand in a poster pitch. At the end of the day, the second plenary lecture will take place. Dr Mike Huiskes (RuG) will speak about the development of communication skills of orthopedic surgeons in training. Afterwards, there will be drinks. During the drinks, the thesis prize and poster prize will be awarded. Presenters are welcome to submit a paper, based on their presentation or poster, for publication to the Dutch Journal of Applied Linguistics (DuJAL, see p. 28).

In short, it will be a day filled with interesting lectures, impressive posters and great prizes! Finally, w would like to emphasize in this preface that we are grateful for the (financial) contributions of Anéla, VIOT, John Benjamins and the Amsterdam Center for Language and Communication of the University of Amsterdam. We also want to thank all presenters for their contributions: this day would not have been possible without you. We hope that your talks and posters will lead to nice articles in DuJAL. We wish you all a fun and inspiring Juniorendag!

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Abstracts plenary lectures Triadic turntaking in NGT: Twins and their mother Prof Dr Beppie van den Bogaerde (Universiteit van Amsterdam) The few studies that exist on adult turn-taking systems in sign languages, for example for American Sign Language (Baker 1977), British Sign Language (Coates & Sutton-Spence 2001) and Brazilian Sign Language (McCleary & Leite 2013) have described eye gaze behavior, the modality-specific attention-getting strategies, and the role of overlap (see Baker & van Bogaerde 2012 for an overview). The analysis of multi-party conversations indicate that eye gaze is crucial in regulating the turns, that implicit strategies are common, and that overlap occurs primarily for establishing collaborative floor (Coates & Sutton-Spence 2001), that is for giving simultaneous feedback about the topic. Acquisition work has focused on dyadic situations. Over the period 2 to 6 years deaf children increasingly see the beginning of utterances - more than 95% at age 6;0 (Prinz & Prinz 1985, Baker & Van den Bogaerde 2012). Deaf adults tend to ensure visual attention from the deaf child and the child is learning to give visual attention. The adult strategies change from being mainly implicit with young children to an increase of explicit attention strategies. At 2;0 overlap is mainly interruption, not related to the topic. This decreases and the functions such as feedback, clarification and confirmation through repetition increase clearly in the children particularly after age four, reflecting a shift in the adults too. In dyadic settings the children are apparently learning the collaborative floor from the age of four years onwards, but they have not yet fully acquired the adult pattern, even by age six. In this study the focus will be on the more complex situation of a multi-party interaction in order to obtain a more detailed picture of the acquisition of turn-taking skills. Specifically a triadic situation between a deaf mother and her two deaf children at age five years will be analyzed and compared to the same mother with the two children individually in a dyadic situation. The two children are twins so that the chance of age differences resulting in different language levels that might affect the findings is reduced. The analysis of the turntaking mechanisms used in these situations covers the visual attention behavior of the mother and of the children, the type of attention strategies used, and the function of overlap. The results indicate that in the triadic situation the children use more explicit strategies in order to obtain a turn. They are in fact competing with each other for the turn as well as with the mother. The mother checks for visual attention before she signs but often does this with one of the twins rather than both. The other child has to react to the implicit signal of signing beginning and give visual attention. The function of overlap for the children and the mother in the dyadic situation contains signed back-channeling. In the triadic situation the children more often attempt to take a turn, and have far less back-channeling. The turn-taking is not smooth in the triadic situation but demonstrates more aspects of the children’s turn-taking abilities. Baker, A.E. & Van den Bogaerde, B. (2012). Communicative interaction. In R. Pfau, M. Steinbach & B. Woll (eds.) A Handbook of Sign Linguistics. New York: Mouton de Gruyter, 489-512. Baker, C. (1977). Regulators and turn-taking in American Sign Language discourse. In: Lynn A. Friedman (ed.), On the Other Hand. New York: Academic Press, 218-236. Coates, J. & Sutton-Spence, R. (2001). Turn-taking patterns in deaf conversation. Journal of Sociolinguistics, 5(4), 507-529. -4-

McCleary, L.E. & Leite, T. (2013). Turntaking in Brazilian Sign Language: evidence from overlap. Journal of Interactional Research in Communication Disorders, 4(1), 124-153. Prinz, P.M. & Prinz, E.A. (1985). If only you could hear what I see. Discourse development in sign language. Discourse Processes, 8, 1-19. Richmond-Welty , D.A. & Siple, P. (1999) Differentiating the use of gaze in bilingualbimodal language acquisition: A comparison of two sets of twins with deaf parents. Journal of Child Language, 26(2), 321-338. Sacks, H., Schegloff, E.A. & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50, 696-735.

The development of communication skills of orthopedic surgeons in training: A conversation analytical approach Dr Mike Huiskes (University of Groningen) Although communication skills are an integral part of the training of medical professionals (Veening et al. 2009), surprisingly little is known about the development of these communication skills over time. Research shows that traditional measures like the MAASglobaal (Kraan & Crijnen 1987) are not apt to show differences in communication styles between experienced medical professionals and medical professionals in training (Kramer et al. 2004). Conversation analytical studies, on the other hand, seem to indicate that these differences in communication styles do exist (see Jager et al. 2011 for the use of formulations by experienced General Practitioners and General Practitioners in training). In this presentation I will present the results of a comparative, cross sectional conversation analytical study of follow-up consultations of experienced orthopedic surgeons (EOS) and orthopedic surgeons in training (OST) videotaped at the University Medical Center Groningen. I will show that the communicative styles of these two groups can be differentiated based on a set of distinctive characteristics. Although OST are more patient centered, EOS use more empathy, using different types of empathy (focusing on affective empathy rather than cognitive empathy, see Jones et al. 2010) in different sequential environments (initiating rather than reactive, see Buchholtz 2014). Also, OST more often initiate repair after asking questions; modifying or even redoing or replacing the question. Finally, EOS seem to adjust their communicative behavior to the specific action project implemented by a follow-up consultation choosing a small set of specific actions rather than following the traditional format of a standard consultation (Robinson 2003). These differences in communication styles could stem from the cognitive load experienced by OST in learning and implementing two new skills at the same time. Both medical and interactional knowledge are new to OST whereas EOS (using their professional experience and expertise) could focus more on the demands of the here and now of the ongoing interaction. Buchholz, M.B. (2014). Patterns of empathy as embodied practice in clinical conversation- a musical dimension. Frontiers in Psychology, 5(4), 349-363. Jager, M., Schuling, J., Pols, J., et al. (2011). Consultvoering van aios en ervaren huisartsen. Huisarts & Wetenschap, 54(9), 478-82. Jones, A.P., Happé, F.G., Gilbert, F., Burnett, S., & Viding, E. (2010). Feeling, caring, knowing: Different types of empathy deficit in boys with psychopathic tendencies and autism spectrum disorder. Journal of Child Psychology and Psychiatry, 51(11), 1188-1197. Kraan, H., Crijnen, A. (1987). The Maastricht history-taking and advice checklist: Studies of instrumental utility. Amsterdam: Lundbeck. -5-

Kramer, A.W.M, Düsman, H., Tan, L.H.C. et al. (2004). Acquisition of communication skills in postgraduate training for general practice. Medical education 38, 158-167. Robinson, J.D. (2003). An interactional structure of medical activities during acute visits and its implications for patients’ participation. Health Communication, 15(1), 27-59. Veening, E.P., Gans, R.O.B., & Kuks, J.B.M. (2009). Medische consultvoering: Hoofdlijnen en achtergronden. Houten: Springer.

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Abstracts oral presentations Contemporary anti-abortion discourse in Spain: Understanding the roles of the speaker in political communication Julián Albaladejo Suárez (University of Amsterdam) In 2010, Zapatero’s Socialist Government passed the Law on Sexual and Reproductive Health and the Voluntary Interruption of Pregnancy, which was the first law that specified women’s rights to choose for abortion. However, in 2011 the Christian-democrat People’s Party (PP) came into power proposing a more restrictive law that would have “ended the right of women to decide freely without having to provide a reason” (El País 2014). This study concerns the contemporary anti-abortion discourse in Spain. As a case study, I analysed a broadcast interview with the former Minister of Justice, Alberto Ruíz-Gallardón (PP), to investigate how he negotiates self-responsibility and traditionally opposed ideologies with the public. The study focuses on (1) grammatical person and changes in footing or in the alignment that we take up to ourselves and the others present in the speech event (Goffman 1981), (2) how women are represented (Van Leeuwen 1996) and (3) lexical and argumentational features of ideological construction. The results reveal Gallardón’s attempt to address the broad public, while maintaining his conservative ideology, veering between secular and Christian principles. The findings illustrate ideological patterns of reasoning that are increasingly characteristic of not only anti-abortion discourse in Spain but also Western European Conservatism. Goffman E. (1981). Forms of Talk. University of Pennsylvania Press. País, E. (2014). Los puntos polémicos de la ley del aborto. [online] EL PAÍS. Available at: http://politica.elpais.com/politica/2014/09/19/actualidad/1411128231_407015.html [Accessed 5 Jan. 2015]. Van Leeuwen, T. (1996) The representation of social actors. In C.R. Caldas-Coulthard & M. Coulthard (eds.) Texts and practices: Readings in Critical Discourse Analysis. London & New York: Routledge, 32-70.

A cross-cultural study on gestural transfer in Italian, Dutch and English Manuel Augustin & Roberta Rocca (Radboud University Nijmegen / Max Planck Institute) Analogously to what has long been attested in speech, recent studies have shown that transfer in bilinguals is also observable at the gesture level (Cavicchio & Kita 2013; Pika, Nicoladis, & Marentette 2006; So 2010). The present study adds to this body of research and supports the view that gestures and language form an integrated multimodal system that speakers flexibly use in interaction (Bavelas, Gerwing, Sutton, & Prevost 2008). We investigated what differences are observable in gesture rate between Dutch and Italian speakers, respectively, and looked at whether these differences persist in their L2. For this we made use of a design that allowed us to differentiate between transfer effects and specific within-group L2 effects. We asked 8 participants to watch and retell a cartoon in both their L1 and their L2 and found clear cross-linguistic differences in gesture rate between the two groups. These differences persisted in English, where the gesture rates for both groups were also higher than those reported for English monolinguals (Nicoladis, Pika, Yin, & Marentette 2007). These results indicate that speakers transfer gestural behavior across L1 and L2. Diverging trends between the two groups in the L2 were further investigated by a fine-grained category-by-category analysis, which revealed group-specific tendencies in the use of the gestural repertoire across the two languages. Two qualitative case studies supplemented our quantitative results. -7-

Bavelas, J., Gerwing, J., Sutton, C., & Prevost, D. (2008). Gesturing on the telephone: Independent effects of dialogue and visibility. Journal of Memory and Language, 58(2), 495-520. Cavicchio, F., & Kita, S. (2013). English/Italian bilinguals switch gesture parameters when they switch languages. Proceedings of Tilburg Gesture Research Meeting, 305-309. Nicoladis, E., Pika, S., Yin, H., & Marentette, P. (2007). Gesture use in story recall by Chinese–English bilinguals. Applied Psycholinguistics, 28(4), 721-735. Pika, S., Nicoladis, E., & Marentette, P. (2006). A cross-cultural study on the use of gestures: Evidence for cross-linguistic transfer? Bilingualism: Language and Cognition, 9(3), 319327. So, W. (2010). Cross-cultural transfer in gesture frequency in Chinese–English bilinguals. Language and Cognitive Processes, 25(10), 1335-1353.

Gebarentaalonderwijs aan de hand van de descriptoren van het ERK: maakt het verschil? Eveline Boers-Visker (University of Applied Sciences Utrecht) Dit onderzoek richt zich op de productie van ‘ruimtegebruik’ door bachelorstudenten die Nederlandse Gebarentaal (NGT) als vreemde taal verwerven. Ruimtegebruik is een modaliteitspecifiek aspect, dat in gesproken taal nauwelijks een rol speelt. Het is voor studenten lastig om ruimtegebruik onder de knie te krijgen. In 2010 heeft ons instituut het NGT-curriculum herontwikkeld, waarbij de descriptoren van het Gemeenschappelijk Europees Referentiekader voor Talen (CoE, 2001) leidend werden. Vóór 2010 was het curriculum in grote mate gericht op het aanleren van correcte grammaticale structuren. Het ‘nieuwe curriculum’ daarentegen is communicatief georiënteerd en beoogt het NGT taalniveau van de studenten te verbeteren. Om de effectiviteit van deze curriculumverandering te meten, hebben we ruimtegebruik als indicator genomen. Interviews van tien studenten uit twee cohorten (‘oud’ versus ‘nieuw’) zijn vergeleken op voorkomen van ruimtegebruik. Uit de analyses blijkt dat studenten uit het ‘nieuwe curriculum’ reeds in het eerste jaar vaker ruimtegebruik toepassen dan hun studiegenoten uit het oude-stijl cohort; bovendien is hun ruimtegebruik gevarieerder en complexer. Dit wijst er op dat de curriculumverandering effect heeft. Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

“Add punctuation!” How elementary students revise their text in response to teacher feedback Suzanne Bogaerds-Hazenberg, Renske Bouwer, Huub van den Bergh, Jacqueline EversVermeul (Utrecht University) Writing a text is a complex and challenging task that often leads to cognitive overload, especially in beginning writers (Berninger et al. 1992, Negro & Chanquoy 2005). Although providing feedback is a powerful way to support students’ writing, several studies suggest that teacher feedback often fails to meet the specific needs of beginning writers (Bouwer et al. 2015, Matusmara et al. 2002). This study examines the ways in which elementary teachers (N=12) provided feedback on their students’ writings (N=116), how this feedback affected the probability and ways in which the students revised their texts, and whether students’ revisions actually improved text quality. Results show that only one third of the teacher feedback was successfully used for revision, and that the quality of the revisions depends on the content and -8-

wording of the feedback. When students responded to higher-order feedback (on content, structure, etc.), text quality increased. Furthermore, although negative feedback triggered students to revise more than positive feedback, a higher amount of negative feedback did not improve text quality. Facilitative feedback invited students to revise more, but these revisions actually made the text worse, suggesting that beginning writers need explicit guidance. Implications for the educational practice will be discussed. Berninger, V., Yates, C., Cartwright, A., Rutberg, J., Remy, E., & Abbott, R. (1992). Lowerlevel developmental skills in beginning writing. Reading and Writing, 4(3), 257-280. Bouwer, I.R., Béguin, A. & van den Bergh, H.H. (in preparation). Improving the writer, not the text: Teachers’ feedback practices for learning to write. Matsumura, L.C., Patthey-Chavez, G.G., Valdés, R., & Garnier, H. (2002). Teacher feedback, writing assignment quality, and third-graders revision in lower-and higher-achieving urban schools. The Elementary School Journal, 103(1), 3-25. Negro, I., & Chanquoy, L. (2005). The effect of psycholinguistic research on the teaching of writing. L1-Educational Studies in Language and Literature, 5(2), 105-111.

“En toch is Polen niet verloren…”: beeldvorming over Polen in Nederlandse krantenartikelen rond de verkiezing van Wałęsa tot president van Polen en de benoeming van Tusk tot voorzitter van de Europese Raad Daria Boruta (Utrecht University) (*thesis prize nominee*) ‘Beeldvorming’ wordt meestal onderzocht vanuit letterkundig perspectief. Dit imagologische onderzoek biedt een taalkundige benadering aan. De Nederlandse krantenartikelen (De Telegraaf, de Volkskrant, NRC Handelsblad en Trouw) over de verkiezing van Wałęsa tot de Poolse president in 1990 en de benoeming van Tusk tot de voorzitter van de Europese Raad in 2014 zijn geanalyseerd met behulp van de theorieën over nationale identiteit (Leerssen 1993, Anderson 2006, Ehlich 2010), beeldvorming (Leerssen 1993, 2007, 2010; Beller 2007) en functionele pragmatiek (Ehlich & Rehbein 1986, 1993). Er is ook onderzocht of er sprake is geweest van verschuiving van het archetypische beeld van Polen (Gerrits & Leerssen 2007). Het analyse model van El Farissi (2008) is de basis geworden voor het ontstaan van grammaticale en symbolische categorieën van eigenschapseenheden. Er is gebleken dat er twee onderdelen van het beeld zijn: het ene is met de historische context verbonden, terwijl het andere deel in verschillende mate in beide periodes een voorstelling van het archetype over Polen is. Daarom is er geconstateerd dat de Nederlandse pers vijfentwintig jaar na de val van het communisme Polen minder door het prisma van archetypische beelden uit het verleden ziet.

De totstandkoming van een goede tekst: relaties tussen schrijfprocessen, schrijverskenmerken en tekstkwaliteit bij het schrijven van syntheseteksten Brenda van den Broek & Nina Vandermeulen (University of Antwerp) Eerder onderzoek naar het schrijven van syntheseteksten heeft aangetoond dat bepaalde schrijfprocessen tot betere teksten leiden dan andere (Martínez, Mateos, Martín & Rijlaarsdam 2015; Mateos & Solé 2009). Daarnaast is bekend dat de schrijfprocessen van verschillende typen schrijvers uiteenlopen (Tillema, Van den Bergh, Rijlaarsdam & Sanders 2011). Binnen de huidige studie zijn daarom de relaties tussen schrijfprocessen, schrijverskenmerken en tekstkwaliteit bij het schrijven van syntheseteksten verder onderzocht. 45 Nederlandstalige studenten schreven syntheseteksten terwijl hun schrijfprocessen werden geregistreerd met behulp van keystroke logging software (Inputlog). -9-

Ook vulden zij diverse vragenlijsten in om schrijverskenmerken te meten zoals self-efficacy, schrijfstijl en schrijfattitude. Resultaten van analyses met schrijfprocesvariabelen en schrijverskenmerken als onafhankelijke variabelen en tekstkwaliteit als afhankelijke variabele laten een aantal interactie-effecten zien die een interessant inzicht geven in de combinaties van schrijverskenmerken en schrijfprocessen die leiden tot een goede tekst. Zo geldt voor schrijvers die aangeven een schrijfplan te maken voordat ze beginnen met schrijven dat ze een betere tekst schrijven wanneer hun proces veel variatie in typesnelheid vertoont en voor schrijvers die veel vertrouwen hebben in hun schrijfvaardigheid dat ze tot een beter eindproduct komen wanneer ze veel pauzeren in het begin van hun schrijfproces. Martínez, I., Mateos, M., Martín, E. & Rijlaarsdam, G. (2015). Learning history by composing synthesis texts: Effects of an instructional programme on learning, reading and writing processes, and text quality. Journal of Writing Research, 7(2), 275-302. Mateos, M., & Solé, I. (2009). Synthesising information from various texts: A study of procedures and products at different educational levels. European Journal of Psychology of Education, 24(4), 435-451. Tillema, M., Van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2011). Relating self reports of writing behaviour and online task execution using a temporal model. Metacognition and Learning, 6(3), 229-253.

Infants learn novel words faster from their mother: Electrophysiological evidence Sascha Couvee, Karlijn Blommers & Caroline Junge (University of Amsterdam) For infants, the maternal voice is special. It is the only voice they have most experience with and prefer over any other voice. It also facilitates word processing: infants recognize words better when uttered by their caretaker (than by an unfamiliar person; Parise & Csibra 2012). But does the advantage of maternal speech also extend to early word learning? The current study uses ERPs to address this. We tested 44 monolingual 11-month-olds (range 303-361 days; 23 girls). Half of them listened to their own mother’s voice (familiar voice condition); other half listened to the same stimuli (e.g., for them, unfamiliar voice condition). We recorded ERPs time-locked to target word onset for both learning and test. Results show that maternal voice boosts both word learning and word-to-object mapping. Although both voice conditions show in the learning phase similar repetition effects, it is larger for the familiar voice condition: this interaction is mainly driven by a disparity in first word presentations. This possibly reflects that infants treat novel words as more unfamiliar when uttered by their mother than by an unfamiliar speaker. At test, only infants from the familiar voice condition show a typical congruity effect (N400), whereas the others do not. Parise, E., & Csibra, G. (2012). Electrophysiological evidence for the understanding of maternal speech by 9-month-old infants. Psychological Science, 23, 728-733.

Wat herhalen tweedetaalleerders in taakherhaling? Een kwalitatieve analyse van trigrams Marlieske Doorn & Nel de Jong (VU University Amsterdam) Onderzoek heeft uitgewezen dat taakherhaling tweedetaalleerders helpt beter, dat wil zeggen vloeiender, accurater of met een hogere complexiteit, te laten presteren (Bygate & Samuda 2005, Thai & Boers, te verschijnen). De oorzaak hiervan zou zijn dat de leerder minder aandacht hoeft te besteden aan inhoud en zich kan richten op vloeiendheid. Deze redenering klopt echter alleen als de leerder daadwerkelijk inhoud herhaalt, wat in eerder onderzoek nog - 10 -

niet aangetoond is. Waar Thai en Boers keken naar percentage overeenkomst in de laatste van drie vertellingen, worden hier alle vertellingen geanalyseerd en wordt een vergelijking gemaakt op basis van trigrams: groepen van drie opeenvolgende woorden, zoals “to the bicycle”. 24 volwassen T2-leerders van het Engels vertelden een verhaaltje drie keer. Uit een analyse van de herhaalde trigrams bleek dat er inderdaad herhaling is van woordsoorten, zoals “determiner adjective noun”, en woordfuncties, zoals “subject subject verb”. De herhalingen bleken voor het grootste deel ook inhoudelijk overeen te komen: trigrams als “the boy fell” verwezen twee keer naar dezelfde gebeurtenis. Tot slot bleek de invloed van fouten op trigrams redelijk groot: “he go-ed” to wordt bijvoorbeeld “he went to”; hierdoor worden trigrams en trigramketens opgeheven. Sprekers blijken dus inderdaad inhoud en structuren te herhalen.

Evaluating the language development of newly arrived migrant pupils: Go beyond words! Frederike Groothoff (Utrecht University) In the Netherlands, young Newly Arrived Migrant pupilS (NAMS) are sometimes educated in special language programs to support their second language (L2, in our case Dutch) vocabulary development, but in some regions they enter the regular Dutch education system on arrival. In this study the language development of 52 NAMS aged 4 to 6 was tested twice during their first year in the Netherlands, with approximately three months in between. MAIN (the Multilingual Assessment Instrument for Narratives, Gagarina et al. 2012) was used to assess the narrative abilities of these bilingual children, as MAIN takes into account the diverse cultural, linguistic and socio-economic backgrounds of bilinguals. We will present the longitudinal analyses of the video-recordings using the regular MAIN scoring instrument and an additional scoring scheme. This alternative scheme takes into account additional communication strategies than strictly verbal ones, such as pointing and acting out, which should be considered during narrative assessment of emerging bilingual pupils. Even though the children in this study had limited verbal abilities in their L2, many of them were willing to communicate and showed meta-communicative awareness. Gagarina, N., Klop, D., Kunnari, S., Tantele, S., Välimaa, T., Balciuniene, I., Bohnacker, U. & Walters, J. (2012). MAIN: Multilingual Assessment Instrument for Narratives. © ZAS Papers in Linguistics, 56.

On the effect of modality and speaking style for tone learning by L2 learners Yueqiao (Julie) Han (Tilburg University) This study explores how easily tones produced by native speakers of Mandarin Chinese can be learned by people with a non-tonal language background. We were specifically interested in the effect of modality (whether a speaker can be seen or not) and style (whether a speaker is speaking in a normal or teaching mode). 90 participants were randomly exposed to stimuli created following a 2-by-2 design with the factors modality (audio-only and audio + visual) and speaking style (teaching and natural) Participants would see and/or hear speakers producing words with one of the four tones of Mandarin Chinese, and were instructed to respond quickly and accurately which tone they had heard by pressing designated keys. Their responses and reaction time were recorded. Results show that the audio+visual condition led to more accurate and rapid responses for tone distinction than the audio-only modality. While this modality effect was very small in the natural style condition, the effect turned out to be stronger in the teaching mode. Interestingly, the effects also varied as a function of the - 11 -

speaker who had produced the tones. Additionally, some tones were recognized more quickly and accurately than others, and the listeners’ musical experience positively affected their classification of tones.

Reading skills and pitch perception in L2: A study on children learning Dutch as a second language Chiara de Jong (Tilburg University) The goal of this study was to gain insight into the relationship between reading skills and phonological awareness of children in the early stages of learning Dutch as a second language. In particular, the relationship between reading and pitch perception and the influence of working memory on the two was examined. In line with prior research by Ziegler et al. (2012) the expectation was that there would be a relationship between the perception of local pitch and reading skills, rather than the perception of global pitch. Additionally, it was expected that a well-developed (verbal) working memory would positively influence both reading skills as well as pitch perception. The results of several reading and listening tasks showed that there indeed is a relationship between local pitch perception and reading skills. However, when controlling for working memory, the relationship became less strong. For immigrant children learning Dutch as L2, reading proficiency is thus connected to the perception of separate pitch heights and the ability to store and process information in the (verbal) working memory. This thesis argues for training of pitch perception and working memory to increase literacy levels of immigrant children learning Dutch as L2.

Too far to care? The role of psychological proximity in (online) public attention and fear for Ebola Liza van Lent, Hande Sungur, Florian Kunneman & Enny Das (Radboud University Nijmegen) Previous studies have already shown the potential of Twitter expressions as proxy for realtime public opinion and public sentiment, and as tracking medium for epidemics. Nevertheless, generalizable insights about seemingly irrational human responses to health crises are still lacking. Building on Construal Level Theory, we used tweets to examine how public attention and fear (for self and for others) for the 2014 Ebola outbreak responded to its changing proximity and its severity. Infections, fatalities and tweet volume were tracked as the outbreak spread, and Twitter content was coded for psychological closeness and fear across 3.5 months. Findings show that, although increases in attention co-occurred with some severe real world events, not all severe events evoked fear, and overall public attention and fear (especially for self) responded strongest to the expressed proximity. The fact that attention and fear in the Netherlands reached its peak when Ebola started crossing the Mediterranean Sea and Atlantic Ocean, suggests that the crossing of psychological boundaries may trigger sudden – rather than gradual – changes in proximity perceptions. These findings point to the limits of the human condition; limits that could be taken into account when communicating about human tragedies

The phonology of name signs in Kata Kolok Hannah Lutzenberger (University of Amsterdam) Deaf communities around the globe attribute name signs to individuals as a symbol of identity and group membership (Mindess 1990). On a par with spoken languages, sign languages - 12 -

display a systematic phonology (Stokoe 1960). Signers simultaneously combine handshape, location, movement, facial expressions and body movements to form lexical signs, including name signs (Fenlon, Cormier & Brentari 2015). This study investigates the phonological inventory of name signs in Kata Kolok (KK), a rural signing variety of Bali (de Vos 2012). Rural sign languages emerge among deaf and hearing people in the context of enclaves with a high incidence of congenital deafness and, unlike their urban counterparts, are rarely used in deaf education (Zeshan & de Vos 2012). Compared to urban sign languages, rural signing varieties also exhibit a preference for low-complexity handshapes and an enlarged signing space (Marsaja 2008). Based on a corpus analysis, this study determines the phonological characteristics of KK name signs in comparison to the urban sign language of the Netherlands: Nederlandse Gebarentaal (NGT). In KK, 49% of all name signs are coarticulated with mouth gestures, mouth movements that are not borrowed from spoken language, while NGT uses mouthings silently mimicking the referent’s formal name without exception. These findings point to the distinct types of language contact between urban versus rural sign languages and the spoken languages that surround them. Fenlon, J., Cormier, K. & Brentari, D. (2015). The phonology of sign languages. In: A. Bosch (ed.). Routledge Handbook of Phonological Theory. NY: Routledge. Marsaja, G.I. (2008). Desa kolok: a deaf village and its sign language in Bali, Indonesia. Nijmegen: Ishara Press. Mindess, A. (1990). What name signs can tell us about Deaf Culture. Sign Language Studies, 6(16), 1-24. Stokoe, W.C. (1960). Sign language structure: An outline of the visual communication systems of the American Deaf. Studies in linguistics: Occasional papers (No. 8). Buffalo: Dept. of Anthropology and Linguistics, University of Buffalo. de Vos, C. (2012). Sign-spatiality in Kata Kolok: How a village sign language of Bali inscribes its signing space. PhD thesis. Max Planck Institute for Psycholinguistics, Nijmegen. Zeshan, U. & de Vos, C. (eds.). (2012). Sign languages in village communities: Anthropological and linguistic insights. Berlin: Mouton de Gruyter.

(Early) practice makes perfect? Improving the quality of language input in early English programmes to promote L2 production skills Anna Pochynok (University of Groningen) (*thesis prize nominee*) Over the last twenty years teaching English to young learners has become a global trend and has been implemented in various formats around the world. Our study focused on the Dutch primary education and specifically on minimal input settings where English is taught up to 60 minutes per week. Such a minimal input situation has been shown to result in the development of very basic receptive skills and virtually absent productive skills (Aarts & Ronde 2006). In our study we wanted to see if children’s receptive and, more importantly, productive skills in grade 1 (age 4 and 5) improve when taught only 60 min per week, but with the help of very specific methods of storytelling and fingerplay. Our results show that there was a radical improvement in both receptive and productive skills of children and, moreover, a complete retention of these skills four weeks after the end of the intervention programme. Our findings suggest that even with 60 min per week children still can develop their language skills as long as language learning takes place in an engaging, meaningful, and scaffolded ways. One of the ways to provide this kind of learning is through the methods of storytelling and fingerplay.

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Gescheiden partikelwerkwoorden: een leesprobleem? Carla van Rooijen & Nina Sangers (Utrecht University) Veel schrijfadviezen zijn nog niet wetenschappelijk ondersteund. Zo ook het advies over gescheiden partikelwerkwoorden. Er wordt gesteld dat het ver uiteenplaatsen van het werkwoordelijk deel en het partikel (“spreekt...af”) het lezen moeilijker maakt, vooral voor zwakkere lezers (Stichting Makkelijk Lezen, n.d.). In ons onderzoek nemen we dit schrijfadvies onder de loep. We hebben naast de invloed van afstand (Gibson 1998) ook gekeken naar de invloed van surprisal (Hale 2001, Levy 2008), i.e. in hoeverre de lezer verrast wordt door het verschijnen van een partikel. We stellen dat er op basis van de hoeveelheid surprisal die het partikel veroorzaakt verschillende categorieën partikelwerkwoorden kunnen worden onderscheiden. Zo is bij “zamelt…in” het partikel ‘in’ volledig voorspelbaar; het werkwoord ‘zamelen’ bestaat immers niet. Het partikel zal hierdoor weinig surprisal veroorzaken. Echter, bij constructies als “belt…op” vermoeden we dat lezers verrast worden door het partikel. Dit verstoort mogelijk het leesproces. We hebben een Self-paced Reading-onderzoek uitgevoerd om te testen hoe de verschillende categorieën interacteren met de afstand tussen de twee delen van het werkwoord. In voorbereiding op dit experiment hebben we bovendien een Sentence Completion Task uitgevoerd om zicht te krijgen op de mate waarin verschillende partikelwerkwoorden al bekend waren bij de doelgroep (achtstegroepers). Gibson, E. (1998). Linguistic complexity: locality of syntactic dependencies. Cognition, 68, 1-76. Hale, J. (2001). A probabilistic early parser as a psycholinguistic model. In Proceedings of the 2nd Conference of the North American Chapter of the Association for Computational Linguistics (pp. 159-166). Pittsburgh, PA: Association for Computational Linguistics. Levy, R. (2008). Expectation-based syntactic comprehension. Cognition, 106(3), 1126-1177. Stichting Makkelijk Lezen (n.d.). Criteria makkelijk lezen. Unpublished document.

Categoriseren van Spaanse fonemen: een vergelijkende moedertaalsprekers en niet-moedertaalsprekers Elianne de Ruiter (VU University Amsterdam) (*thesis prize nominee*)

studie

tussen

Onderzoeken naar categoriale waarneming tonen aan dat de perceptie van non-native klanken minder accuraat is naarmate de klank dichter tegen de meest gelijkende klank uit de moedertaal aanligt (Best 1995; Maye, Weiss & Aslin 2008). Tevens tonen onderzoeken met continua en oogbewegingsregistratie aan dat het aantal fixaties op de competitor toeneemt naarmate de eigenschappen van de klank dichter op de categoriegrens liggen. In deze studie werd onderzocht of vergelijkbare resultaten ook behaald worden met twee Spaanse fonemen (/fa/-/θa/) die minimaal van elkaar verschillen. Met behulp van een continuüm werd het verschil in perceptie gemeten tussen Nederlands- en Spaanstaligen en het effect van een kortdurende training op deze perceptie. De resultaten toonden in overeenstemming met eerdere bevindingen aan dat de Nederlandstaligen dit contrast minder accuraat waarnamen dan de Spaanstaligen en dat zij /fa/ beter waarnamen dan /θa/. Daarnaast toonden de resultaten aan dat het aantal fixaties en de duur van deze fixaties op een klank dichtbij de categoriegrens hoger was op de eindpunten en minder ambigue klanken. De omslagcurve van de foneemkeuze komt overeen met eerder onderzoek (McMurray et al. 2003) en toont aan dat ook bij een minimaal verschil categoriale waarneming gemeten kan worden met behulp van een continuüm.

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Best, C.T. (1995). A direct realist view on cross-language speech perception. In W. Strange (ed.), Speech Perception and Linguistic Experience: Issues in Cross-Language Research (pp. 167-200). Baltimore: York Press. Maye, J., Weiss, D.J., & Aslin, R.N. (2008). Statistical phonetic learning in infants: Facilitation and feature generalization. Developmental Science, 11(1), 122-134. McMurray, B., Tanenhaus, M.K., Aslin, R.N., & Spivey, M.J. (2003). Probabilistic constraint satisfaction at the lexical/phonetic interface: Evidence for gradient effects of withincategory VOT on lexical access. Journal of Psycholinguistic Research, 32(1), 77-97.

An error analysis of texts written by advanced Dutch L2 learners with German L1 Patrick Schetters (University of Amsterdam) In order to take effective didactic measures for the advanced foreign language writing classroom, it is necessary to diagnose learner needs. This can be done by analysing learner errors in written texts (Ellis & Barkhuizen 2005; James 1998). The present study answers the following research question: How many and what type of errors do advanced (i.e. level B2 and C1) Dutch L2 learners with German L1 make in their writing? For the error analysis we used a corpus of 130 texts written as part of the Certificate of Dutch as a Foreign Language Exam by advanced students of Dutch as a foreign language with German L1 (N=65). Based on an elaborate taxonomy, the errors were categorised into six main categories (with corresponding subcategories), i.e. 1) spelling and punctuation, 2) lexicon, 3) grammar, 4) appropriateness, 5) ambiguous and 6) other. The results show that advanced learners made many errors in spelling/punctuation (31% of total) and grammar (37% of total), but relatively few appropriateness errors (20% of total). Ways of how to improve these types of errors will be indicated. Ellis, R., & Barkhuizen, G. (2005). Analysing Learner Language. Oxford: Oxford UP. James, C. (1998). Errors in Language Learning and Use: Exploring Error Analysis. London: Longman.

Effectiveness of L2 instruction when controlling for exposure differences: A meta-reanalysis of Spada & Tomita 2010 Katharyn Schultz (University of Amsterdam) According to the results of well-known meta-analyses of L2 instructional research, Norris & Ortega (2000) and Spada & Tomita (2010), explicit instruction seems to be more effective than implicit instruction in terms of short-term treatment. Nevertheless, other researchers question the veracity of this claim. One major methodological concern has been that many of the effect sizes calculated to illustrate the effectiveness of treatment conditions have been based on comparisons with no-exposure control conditions. Such comparisons are problematic in that they do not tell us anything about the effectiveness of L2 instruction when compared with equal amounts of naturalistic L2 exposure. In the current study, a subset of the results reported in Spada & Tomita’s 2010 meta-analysis were reanalyzed whilst accounting for differences in L2 target exposure across groups. In doing so, each of the 30 sample studies that contributed to the original 2010 meta-analysis were re-coded as either including an equalexposure comparison group, a non-equal-exposure comparison group, or a no-exposure control group as a comparative baseline and reanalyzed to determine the true effect of instructional treatment. The results of this analysis revealed that, when exposure differences are controlled for, explicit instruction seems to be no more beneficial than implicit instruction. - 15 -

Heritage and language in diasporic families: Transnational Dutch-Indonesians Kyle Snyder (University of Amsterdam) As migrant families seek to build positive lives in their new countries, they negotiate their inter-ethnic identities against the context of their current locality (Giles & Johnson 1987). Over time, as migrant identities shift more locally, language practices range from domaindependent use of the heritage language, to language mixing, to complete shift to the dominant local language. Although subsequent generations may not use fluency in the heritage language to index a heritage identity, they employ creative language practices instead (Canagarajah 2008, 2012). Therefore, as heritage identities shift more locally across generations, the status of the heritage language shifts from domain-specific to stylistic. The project explores how members of the Dutch-Indonesian diaspora retain and/or develop their heritage identity through the language practices of transnational family members. Speech data was collected using a sociolinguistic survey adapted from Nagy (2009), revealing major discursive strategies for heritage identity negotiation, including but not limited to language ideology and language mixing. Results from comparing the language practices of members living in the Netherlands and the United States show that language practices are a viable means to trace a transnational family’s heritage identity shift across time (generations) and space (countries). Canagarajah, S. (2008). Language shift and the family: Questions from the Sri-Lankan Tamil diaspora. Journal of Sociolinguistics, 12(2), 143-176. Canagarajah, S. (2012). Styling one’s own in the Sri Lankan Tamil diaspora: Implications for language and ethnicity. Journal of Language, Identity & Education, 11(2), 124-135. Giles, H., & Johnson, P. (1987). Ethnolinguistic identity theory: a social psychological approach to language maintenance. International Journal of the Sociology of Language, 68, 69-99. Nagy, N. (2009). Heritage Language Variation and Change in Toronto. Toronto: University of Toronto.

De regenboogkleuren van de Langstraat: een onderzoek naar de vele vormen van het dialect van Drunen, Waalwijk en Kaatsheuvel Yoïn van Spijk (Utrecht University) De taalsituatie in Noord-Brabant is de afgelopen eeuw sterk veranderd. Enerzijds neemt het dialectgebruik af; anderzijds ondervindt de taalstructuur van de dialecten invloed van het Standaardnederlands. In de loop der jaren hebben de dialecten namelijk karakteristieke kenmerken verloren en kenmerken van de standaardtaal overgenomen; daarnaast zijn er vormen van overgeneralisatie van saillante dialectkenmerken ontstaan (hyperdialect). Dit taalveranderingsproces heeft voor een spectrum aan naast elkaar bestaande variëteiten tussen dialect en standaardtaal gezorgd, met enerzijds het authentieke dialect en anderzijds een steeds sterker vernederlandst dialect. In deze scriptie zijn vijf leeftijdsgroepen dialectsprekers onderzocht in drie naburige plaatsen in Midden-Noord-Brabant. Hierbij is het gebruik van negen van de standaardtaal afwijkende morfologische, morfofonologische, morfosyntactische en syntactische structuren geanalyseerd, met de verwachting dat hoe jonger de spreker, hoe meer invloed van de standaardtaal zijn of haar dialect bevat. Dit is onderzocht op basis van semi-spontane spraak in twee experimenten. Uit de data is een enorme variatie in dialectvormen naar voren gekomen: tussenvormen (gij kwam tegenover gij kwaamt en jij kwam), hyperdialect (palske tegenover påltje en paaltje) en bijzondere nieuwvormingen (hij het/heg/heei/heeig ’t tegenover hij hig ’t en hij heeft ’t). De gevonden data zijn geanalyseerd en verklaard om inzicht te geven in taalverandering door taalcontact. - 16 -

“Lang leve het Openbaar Ministerie?”: online reacties op nieuwsberichten over witwassen Romy Veul, Melvin Soudijn & Tessa van Charldorp (VU University Amsterdam) In dit onderzoek staat centraal of het Openbaar Ministerie een positief beeld van haar beleid tegen witwassen en ondergronds bankieren kan creëren door persberichten over witwassen op haar website te publiceren. Ik heb daartoe een corpus onderzocht van 6 persberichten, 93 nieuwsberichten en de 276 online reacties die op deze nieuwsberichten waren achtergelaten. Ten eerste heb ik op basis van een framinganalyse laten zien dat journalisten een succesframe en een moreel frame vaak anders gebruiken dan de persberichten van het OM. De morele boodschap “misdaad mag niet lonen” wordt bijna nooit in nieuwsberichten overgenomen en in nieuwsberichten wordt de rol van het OM of de politie vaak niet expliciet benoemd. Ten tweede heb ik in een talige analyse van de online reacties laten zien dat mensen op drie manieren reageren op nieuws over een succesvolle actie in de strijd tegen witwassen: 1) het succes waarderen, 2) het succes relativeren, 3) het succes bekritiseren. Het blijkt dat de meeste reageerders het succes van de politie relativeren of zelfs bekritiseren. Mensen zijn vooral vaak negatief als een nieuwsbericht gaat over ‘ondergronds bankieren’. Een mogelijke verklaring daarvoor is dat mensen weinig kennis hebben over het witwasbeleid en over ondergronds bankieren in het bijzonder.

Incidental L2 vocabulary learning in dialogue Johanna de Vos, Kristin Lemhöfer & Herbert Schriefers (Radboud University Nijmegen) This study investigated incidental L2 vocabulary learning in a dialogue situation, while retaining high experimental control. German students studying in a Dutch language environment participated in an experiment they thought was about making price judgements, and not specifically targeted to Germans. Through communication with the experimenter they were exposed to 24 novel object names. Measurements of individual differences (existing vocabulary knowledge, memory, language background) were recorded afterwards. Research questions were: (1) Does vocabulary acquisition takes place at all in this incidental setting? (2) Are acquisition rates are sensitive to cognate status, exposure frequency, and retention interval (3 vs. 7 intervening trials)? The data (N=24) revealed a substantial overall learning effect during treatment, with additional advantages for cognates and words presented more frequently. Retention interval seemed to only interact with these factors. Vocabulary knowledge was also tested 30 minutes and 6 months after the treatment to evaluate long-term retention, showing that while we forget some words, others manage to find their way to our long-term memories. In conclusion, vocabulary acquisition in incidental settings can take place at high rates, and is sensitive to the factors that are commonly known to affect memory performance under explicit learning conditions.

‘Dus je zegt eigenlijk dat...’: parafrase als retorisch middel voor het sturen van een discussie in het eigen voordeel Dunja Wackers (Leiden University) Discussianten parafraseren regelmatig standpunten en argumenten van hun tegenstander wanneer ze deze willen aanvallen. Daarbij kunnen ze diens woorden opzettelijk op zo’n manier herformuleren dat ze gemakkelijker weerlegd kunnen worden. Herformulering fungeert zo als een handig retorisch middel om een discussie in een bepaalde richting in te sturen, maar kan ook tot resultaat hebben dat andermans positie op een ondeugdelijke manier wordt vertekend. Dit laatste wordt ook wel de drogreden van de stroman genoemd. In het - 17 -

onderzoek voor mijn masterscriptie heb ik onderzocht welke manieren van vertekening welke stromannen - er in de literatuur worden onderscheiden en welke criteria er in de literatuur worden genoemd voor de beoordeling van de drogredelijkheid van herformuleringen. Daarnaast heb ik onderzocht in hoeverre deze verschillende stromannen, waarvan de karakterisering veelal op theoretische gronden is gestoeld, terug te vinden zijn in actuele discussies over klimaatverandering. In mijn presentatie zal ik aan de hand van een case study illustreren dat de praktijk weerbarstiger is dan de theorie, en dat de stroman complexer gedaanten kan aannemen dan de argumentatietheoretische literatuur over de drogreden doet vermoeden.

Samenwerkend leren; did(actief) verantwoord? Een onderzoek naar de effecten van samenwerkend leren op prestatie en attitude van leerlingen Arnold van der Werff (Tilburg University) De laatste jaren is de focus in onderzoek naar samenwerkend leren verschoven. Onderzoek gaat steeds meer over de mogelijkheid om computer ondersteunende middelen in te kunnen zetten bij deze didactische werkvorm en niet meer over de effecten ervan. Het doel van dit onderzoek is om te zien wat de effecten van samenwerkend leren zijn in het huidige onderwijsklimaat, waarbij gefocust is op de effecten op prestatie en attitude van leerlingen. Om dit te onderzoeken is er een experiment ontworpen waarbij leerlingen teksten verklaard hebben. De leerlingen zijn toegewezen aan twee condities: samenwerkend leren en individueel werken. In de conditie samenwerkend leren zijn heterogene duo’s gevormd, wat wil zeggen dat een goede en een minder goede leerling samengewerkt hebben. De resultaten laten een significant positief effect zien van samenwerkend leren op de prestatie van de leerlingen. Zowel de goede als minder goede leerlingen die met behulp van samenwerkend leren de teksten verklaard hebben, scoren significant hoger. Uit de attitudevragenlijst blijkt dat leerlingen de werkvorm samenwerkend leren niet significant fijner vinden dan individueel werken. Leerlingen denken bovendien niet dat samenwerkend leren leidt tot beter prestaties en dat het meer waarde voor hen heeft dan individueel werken.

Comparing gender mismatches in French and German partitive constructions Thom Westveer (University of Amsterdam) Languages displaying overt gender marking and agreement, such as French and German, can present gender mismatches due to discrepancies between lexical and semantic agreement. A possible environment for such mismatches are partitive constructions (i-ii), where one person is selected out of a larger group: (i) Le / La plus jeune de mes anciens professeurs… my.PL former.M.PL teachers.PL the.M.SG/F.SG most young of (ii) Der / Die Jüngste meiner ehemaligen Lehrer… the.M.SG/F.SG youngest of.my.PL former.PL teacher(.M).PL ‘The youngest of my former teachers…’ Following Sleeman & Ihsane (to appear) (henceforth SI), who analyzed gender mismatches in French partitives, the present study investigates the same phenomenon in German. SI, based on informants’ judgements, show that the acceptability of gender mismatches is limited to socalled superlative partitives and can only occur with specific types of animate nouns. They propose an analysis accounting for these observations. By means of a grammaticality judgement task, exposed to native speakers of German, the present study investigates whether SI’s analysis could be extended to German too. The results suggest that gender mismatches in - 18 -

German are more acceptable in superlative than in quantified partitives, as in French. However, the acceptability of mismatches with specific types of animate nouns differs. Sleeman, P. & Tabea I. (To appear). Gender mismatches in partitive constructions with superlatives in French.

An electro-encephalography study on Dutch-Papiamento code-switching production Myrthe Wildeboer, Maria del Carmen Parafita Couto & Bobby Ruijgrok (Leiden University) Intra-sentential code-switching in Dutch-Papiamento bilingualism creates a conflict within the determiner phrase, because Dutch contains pre-nominal adjectives, whereas Papiamento contains post-nominal adjectives. The Matrix Language Framework (MLF – Myers-Scotton 1993a) suggests that the matrix language will determine the word order in a code-switched determiner phrase. The MLF will predict an [adjective-noun] order when the matrix language is Dutch, and a [noun-adjective] order when the matrix language is Papiamento. These predictions were tested using electro-encephalography (EEG). An EEG-signal was recorded while bilingual speakers conducted a modified picture naming task. Slower naming latencies were observed in two conditions: Papiamento adjective followed by a Dutch noun and Papiamento noun followed by a Dutch adjective. Furthermore, a P300 and a late positive component seem to be elicited in code-switching production. The amplitude of the P300 peak was higher in the conditions that contained a violation of the MLF, which could be explained by the higher complexity of these “violation”-conditions. The occurrence of the P300 could be explained in terms of the context-updating theory (Donchin 1981) or the neural inhibition theory (Polich 2007). On the whole, the results do not provide conclusive support for codeswitching predictions of the MLF. Donchin, E. (1981). Surprise! … Surprise! Psychophysiology, 18, 493-513. Myers-Scotton, C. (1993a). Social Motivations for Codeswitching: Evidence from Africa. Oxford: Clarendon Press. Polich, J. (2007). Updating P300: an integrative theory of P3a and P3b. Clinical neurophysiology, 118(10), 2128-2148.

Van tekst naar begrip in dialogische geschiedenislessen op de basisschool Annerose Willemsen (University of Groningen) Geschiedenislessen op de basisschool bestaan doorgaans uit het lezen van teksten en het beantwoorden van bijbehorende verwerkingsvragen. Écht begrip van de tekst is daarbij zelden noodzakelijk, omdat skimmen en het terugvinden van bepaalde tekstfragmenten meestal volstaan voor de beantwoording van de simpele begripsvragen (Beck & McKeown 2001). Vaak lezen en begrijpen leerlingen teksten dan ook oppervlakkig en blijft een dieper begrip van de tekst en de leerstof uit. Gesprekken (klassikaal of in groepjes) hebben veel potentie voor het onderwijs (o.a. Reznitskaya e.a. 2009) en kunnen onder meer waardevol zijn in lessen waarin teksten een grote rol spelen, zoals geschiedenislessen: ze bieden de kans om leerlingen (elkaar) van een context te (laten) voorzien en teksten op een dieper niveau te bespreken en verwerken. In dit onderzoek wordt nagegaan hoe in klassikale gesprekken over teksten de interactie moet verlopen om een leerzaam gesprek te realiseren waarin kennis en redeneringen aan de oppervlakte komen. Het onderzoeksmateriaal bestaat uit video-opnames van 6 dialogische geschiedenislessen. De opnames zijn getranscribeerd en bestudeerd middels Conversatieanalyse. In deze presentatie bespreek ik de – vaak schijnbaar – open uitnodigingen - 19 -

waarmee de leerkrachten hun leerlingen aansporen tot gespreksdeelname en de invloed van die aansporingen op de bijdragen van de leerlingen. Beck, I.L., & McKeown, M.G. (2001). Inviting students into the pursuit of meaning. Educational Psychology Review, 13(3), 225-241. Reznitskaya, A., Kuo, L.-J., Clark, A.-M., Miller, B., Jadallah, M., Anderson, R.C., & Nguyen-Jahiel, K. (2009). Collaborative reasoning: A dialogic approach to group discussions. Cambridge Journal of Education, 39(1), 29-48.

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Abstracts poster presentations Het effect van visueel uitgelichte woorden op oogbewegingspatronen bij jonge zwakke lezers: een eye-tracking studie Floor Banning (VU University Amsterdam) Makkelijk lezen boekjes van Geronimo Stilton zijn ontwikkeld om het leesplezier van zwakke lezers te bevorderen. Net als de reguliere boekjes worden deze boeken gekenmerkt door woorden die vergroot en opvallend in een kleurrijk lettertype zijn uitgelicht. Bekend is dat dyslectici tijdens het lezen een afwijkend oogbewegingspatroon met meer fixaties en een langere leestijd laten zien (o.a. Hatzidaki, Gianneli, Petrakis, Makaronas & Aslanides, 2011; Stein, 2001). Dit duidt mogelijk op een minder efficiënte verwerking van visuele informatie (Bosse & Valdois, 2009; Just & Carpenter, 1980). Om dit vast te stellen zijn in het huidige onderzoek niet alleen de leespatronen van zwakke lezers geregistreerd tijdens het lezen van Geronimo Stilton boekjes, maar werd ook een visuele aandachtspanne (VAS) taak bij hen afgenomen. Deelnemers waren 23 zwakke lezers uit groep 5 en 6 en 26 leeftijdsgenootjes zonder leesproblemen. Zwakke lezers presteerden slechter op de VAS taak waarbij reeksen van 5 letters in een flits herhaald moesten worden. Daarnaast fixeerden ze vaker tijdens het lezen en lieten langere leestijden zien. Dit gold vooral, maar niet alleen, bij visueel uitgelichte woorden. De resultaten onderbouwen dat dyslectici met een kleinere VAS minder visuele informatie binnen één oogfixatie kunnen verwerken dan typische lezers.

Effects of structure knowledge on word learning Marie Barking (Tilburg University) Learning a language involves learning about structure and learning the meaning of words. According to the syntactic bootstrapping hypothesis, knowing some of the structure helps you in understanding what any unfamiliar words might mean. In this artificial language learning experiment, we investigated how accessible different structural cues are (word order and case marking) and whether their availability facilitates the acquisition of word meaning. Participants observed a series of animated scenes, each with an accompanying sentence in the artificial language. During this learning process, their linguistic knowledge was tested. The results showed no bootstrapping effects at the earliest stage of learning. However, learners who acquired the word order performed better on both word and sentence-level tests in the later stages. The acquisition of the word meaning was both influenced by the kind of word order and case marking participants received: participants exposed to the SOV word order outperformed participants exposed to the VSO word order, and participants exposed to a language without case marking did better than those exposed to a language with case marking. We interpret these effects as evidence that structural cues differ in noticeability: VSO order and case marking were not sufficiently learned to allow any bootstrapping effects.

Waarom werkt de rode pen (niet altijd)? Een onderzoek naar de denkprocessen van leerlingen tijdens de verwerking van correctieve feedback Catherine van Beuningen, Hanneke Bootsma, Simon Bos, Koen Disveld, Angeline Egbers, Sandra Hin, Arjen Kooreman, Yvette Oole, Kelly Provilij & Lineke Vonk (Amsterdam University of Applied Sciences) Correctieve feedback (CF) is een didactisch middel dat docenten kunnen inzetten om de schriftelijke taalvaardigheid van hun leerlingen te vergroten. De afgelopen decennia is er veel - 21 -

onderzoek gedaan naar de effectiviteit van (verschillende typen) CF (bv. Bitchener 2012). De meeste eerdere CF-studies stellen de vraag of CF werkt. Vragen als hoe leerders CF gebruiken om de correctheid van hun geschreven werk te verhogen of waarom leerders soms niet van (alle) feedback profiteren, hebben nog onvoldoende aandacht gehad. In de huidige studie (N=110) naar de relatieve effectiviteit van verschillende CF-typen onderzoeken we daarom niet alleen de opbrengsten van CF, maar bestuderen we ook de denkprocessen en problemen die zich in het hoofd van leerders afspelen tijdens feedbackverwerking. In deze presentatie rapporteren we de eerste bevindingen van dit tweede, kwalitatieve deel van het onderzoek (N=28). Deelnemers zijn leerlingen uit verschillende stromen en klassen van het voortgezet onderwijs en het mbo. Met behulp van hardopdenkprotocollen vergelijken we de revisiedenkprocessen van leerlingen die relatief veel of juist weinig profiteren van directe of indirecte CF (zie voorbeeld), om zo meer inzicht te verkrijgen in hoe leerders deze CF-typen verwerken en welke problemen ze hierbij ondervinden. Voorbeeld: directe CF:

indirecte CF:

Ik advizeer jouw deze telefoon. adviseer jou

Ik advizeer (jouw) deze telefoon. S (…) = verkeerde vorm; S = spelfout

Bitchener, J. (2012). A reflection on ‘the language learning potential’ of written CF. Journal of Second Language Writing, 21(4), 348-363.

Voorstellen en reacties tijdens peer-interactie in het primair onderwijs Hilde Braam (NHL University of Applied Sciences Leeuwarden) Hoe worden voorstellen en de reacties hierop geformuleerd tijdens samenwerkend leren in de midden- en bovenbouw van het primair onderwijs? Om dit te onderzoeken zijn 6 videoopnames van lessen in zowel de midden- als bovenbouw, waarin samenwerkend leren centraal staat, getranscribeerd. Momenten waarop een voorstel gedaan werd en reacties op deze voorstellen werden gegeven zijn gedetailleerd kwalitatief geanalyseerd door middel van Conversatie Analyse. Hieruit bleek dat voorstellen als vraag, als suggestie, als stelling en als imperatief kunnen worden geformuleerd en dat erop gereageerd kan worden met acceptatie of afwijzing, waarbinnen nog weer een grote variatie aan reactievormen bestaat. De voorstelvorm bleek ook van invloed op de reactie: een suggestie werkt afwijzing in de hand, een imperatief zorgt juist voor acceptatie van een voorstel. De middenbouw heeft een voorkeur voor suggestie en imperatief, de bovenbouw voor de vraag en de stelling. Concluderend kan gesteld worden dat er in de bovenbouw vaak voorstelvormen gebruikt worden, waardoor exploratory talk kan ontstaan: een manier van samen praten die voor discussie zorgt. Dit is in de middenbouw minder het geval. Rondom samenwerkend leren is het dus van belang om kinderen te oriënteren op verschillende mogelijkheden voor het formuleren van voorstellen, zoals een vraag of suggestie.

Narrative ability and executive functioning in children with SLI Iris Broedelet, Wendy Boelhouwer, Annette Scheper, Judith Rispens & Annemiek ter Wal (University of Amsterdam / Royal Dutch Kentalis) Children with Specific Language Impairment (SLI) have problems in language acquisition, but also impairments in more general cognitive abilities as executive functioning (EF) (Bishop 2006). EF is important for the control of purposeful behaviour. This study aims to investigate the relation between EF and narrative abilities in children with SLI. 61 children - 22 -

diagnosed with SLI (aged 9-12) were tested on narrative ability (global story structure, mean sentence length and grammaticality), using the Bus Story task (story retelling) and the Frog Story task (story generation). Moreover, they were tested on several EFs: verbal shortterm/working memory, visual short-term memory, attention and cognitive flexibility (the ability to shift between two simple tasks). They were tested twice, a year apart. We conducted linear regression analyses. Non-word repetition (verbal short-term memory) turned out to be the most consistent predictor of narrative ability (grammaticality and global story structure). Moreover, visual short-term memory turned out to be related to grammaticality, and cognitive flexibility to global story structure. Both verbal and non-verbal EFs seem to be related to narrative ability in children with SLI. Problems with the coordination of processing resources could contribute to the language problems in this group (Im-Bolter et al. 2006). Bishop, D. (2006). What causes Specific Language Impairment in children? Current Directions in Psychological Science, 15(5), 217-221. Im-Bolter, N., Johnson, J. & Pascual-Leone, J. (2006). Processing limitations in children with Specific Language Impairment: the role of executive function. Child Development, 77(6), 1822-1841.

Attitudes ten opzichte van de uitspraak van Engelse leenwoorden Margot van Dijk (Utrecht University) Het doel van dit onderzoek is inzicht te verkrijgen in attitudes ten opzichte van de uitspraak van Engelse leenwoorden. Leenwoorden verschillen in de manier waarop ze uitgesproken worden: sommige leenwoorden worden met een Nederlandse uitspraak uitgesproken (met Nederlandse fonemen), anderen behouden hun oorspronkelijke uitspraak. Met name Engelse leenwoorden die recentelijk de Nederlandse taal zijn ingekomen, zijn niet “ingeburgerd”. Attitudes over de uitspraak van deze leenwoorden is onderzocht aan de hand van een matched guise test. In een eerste conditie werden leenwoorden met een Nederlandse uitspraak uitgesproken en in een tweede conditie werden leenwoorden met een Engelse uitspraak uitgesproken. Ook werd er een onderscheid gemaakt tussen oude en nieuwe leenwoorden met als scheidingslijn 1986. Aan dit onderzoek hebben 22 participanten deelgenomen. De resultaten laten zien dat er positieve attitudes zijn ten opzichte van de Engelse uitspraak van oude Engelse leenwoorden en gematigd positieve attitudes over de Engelse uitspraak van nieuwe leenwoorden. De Nederlandse manier van uitspreken wordt gemiddeld gezien minder positief beoordeeld. Uit deze resultaten blijkt dat sprekers van het Nederlands een voorkeur hebben voor de Engelse uitspraak. Hierdoor zullen leenwoorden in de toekomst misschien niet meer ingeburgerd zijn, maar de uitspraak vanuit de brontaal behouden.

Het effect van reducties op het taalbegrip in NT2 Mirte Dikmans, Mirjam Ernestus & Ghislaine Giezenaar (Radboud University Nijmegen / Max Planck Institute) In spontane spraak worden uitingen vaak korter uitgesproken dan in formele spraak. In reducties worden segmenten weggelaten waardoor een uiting als ‘ik weet niet of’ verandert in ‘kweenief’. Uit onderzoek naar leerders van het Nederlands op B1 niveau blijkt dat reducties het begrip van een tweede taal bemoeilijken (Ernestus & Giezenaar 2015). Om te achterhalen of reducties ook problematisch zijn voor mensen die meer met de taal in aanraking komen wordt in deze thesis onderzocht of reducties ook voor moeilijkheden zorgen op een hoger taalniveau. Door middel van een dictee bestaande uit gereduceerde uitingen uit een corpus met spontane gesprekken (ECSD, Ernestus 2000) en een ander dictee met opgenomen - 23 -

ongereduceerde uitingen van dezelfde spreker is bij 21 proefpersonen op B2 niveau onderzocht of reductie effect heeft op het taalbegrip. De resultaten laten zien dat de kans op nul fouten significant kleiner is bij een gereduceerde uiting (30%) dan bij een ongereduceerde uiting (74%). Verder blijkt dat een gereduceerde uiting (M=4.08, SD=2.96) significant vaker beluisterd wordt dan een ongereduceerde uiting (M=3.38, SD=2.44). Er kan geconcludeerd worden dat reducties ook problematisch zijn voor het taalbegrip van leerders van het Nederlands op B2 niveau.

Een productieve variant van de Woordenschattoets Nederlands: ontwikkeling en evaluatie Laura Frederiks & Nel de Jong (VU University Amsterdam) Voor deze scriptie is een productieve variant van de Woordenschat Toets Nederlands ontwikkeld. Met behulp van deze toets kan er een schatting worden gemaakt van de productieve woordenschatomvang van een NT2- leerder. Bij het construeren van de productieve variant van de WTN zijn het toetsformat van de receptieve variant van de WTN (Dolmans 2014) en het toetsformat van de ‘Levels Test of Productive Vocabulary’ van Laufer & Nation (1999) als uitgangspunt gebruikt. De geselecteerde doelwoorden (65 in totaal) voor de productieve variant van de WTN zijn gelijk aan de doelwoorden van de eerste 5 frequentiebanden van de receptieve variant van de WTN. Een frequentieband staat hierbij voor 1000 woordfamilies. Deze doelwoorden zijn geplaatst in pregnante contextzinnen. De contextzinnen zijn pregnant gemaakt aan de hand van methodes van Mondria (1996) en Beheydt (2006). Vervolgens is een pilotversie van deze toets afgenomen onder 41 NT2leerders op niveau B1 en B2. Na een uitgebreide data-analyse van de items en de toets in zijn geheel, bleek de betrouwbaarheid van de toets in deze vorm zeer hoog (Cronbachs alfa: .93). Ook bleek de toets goed te kunnen discrimineren tussen leerders met een grotere en kleinere productieve woordenschatomvang (Van Berkel 2006).

Resisting police officers’ questions with ‘nou’ Guusje Jol & Wyke Stommel (Radboud University Nijmegen) In interviews with child-victims of alleged sexual assault, police officers elicit information by asking questions. In turn, children very regularly preface their answers with ‘nou’ (‘well’). Previous research on ‘well’ in responses has attempted to find a generic meaning, such as signaling notstraightforwardness (Schegloff & Lerner 2009) and ‘prioritizing one’s own perspective’ (Heritage 2015). By contrast, we focus on a specific use of ‘nou’. We use conversation analysis to scrutinize these cases. Our data are thirty videorecorded Dutch police interviews with child victims (6-11 year olds). Our analysis shows that one of the uses of turn-initial ‘nou’ in responses is to resist the relevance of the question (Heritage 2015). That is, children treat the questions as ‘silly’ or illegitimate with respect to what the interviewer should know. Nevertheless, ‘nou’-answers do provide an answer. This analysis adds to the understanding of epistemics in interaction, and the role of particles like ‘nou’ in epistemics in general and specifically in police interviews with children. Heritage, J. (2015). Well-prefaced turns in English conversation: A conversation analytic perspective. Journal of Pragmatics, 88, 88-104. Schegloff, M. & Lerner, G. (2009) Beginning to respond: Well-prefaced responses to whquestions. Research on Language & Social Interaction, 42(2), 91-115.

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Frisian reading comprehension measurement Jurjen Kingma (University of Groningen / NHL University of Applied Sciences) A series of Frisian Reading Comprehension tests are being developed as part of a project called Evaluaasjesysteem foar it Frysk. This is a pioneering project, since almost no standardized tests for Frisian exist. The inspection report of 2010 (Inspectie van het Onderwijs 2010) indicated the lack of instruments to test the education quality of Frisian in primary and secondary education in Fryslân. This is one of the main incentives of the project. The reading comprehension tests all consist of multiple-choice items. One of the distinctive features of the tests is the item dual lingual item formulation, Frisian and Dutch, to ensure that the question and answer options are being understood by all test takers and that no measurement errors will occur. The poster will discuss the theories concerning reading comprehension supporting the design, the features of the tests and some results of a pilot of three reading comprehension tests administered to pupils (N=698) from grade 4, 5 and 6 (groep 6, 7 en 8) respectively from trilingual primary schools, and the influence of mother tongue (Frisian/not-Frisian) on the test score.

Bilingual education: two languages in one classroom? Investigating pupils’ use of Dutch in English Content and Language Integrated Learning (CLIL) classrooms Anne Martens (University of Amsterdam) This study investigated how Dutch and English interact in pupils’ classroom interactions in Dutch content and language integrated learning (CLIL) education, with a focus on the languages that are used and switches to the L1 (Dutch). Pupils from year one and year three of a Dutch bilingual secondary school were audio recorded during English and mathematics classes, in a collaborative writing task setting and a regular lesson. In addition, an L2 proficiency test and interviews with pupils and teachers were administered. Results showed that the main language of communication was English, with first-years using more English than third-years – a result probably related to motivation. Dutch was used more often during regular classes, and for off-task talk in both years and vocabulary talk among first-years. Pupils easily switched between the L1 and L2; switches to Dutch mostly occurred at the beginning of an utterance and coincided with a change in speaker, but not with a change in language function. The language used at the beginning of an utterance mostly determined the language that was used in continuation of the utterance. Interlocutors mainly replied in English; replies in Dutch were more prevalent when switches were made at the beginning of an utterance.

Belonging in a nursing home Sophie Martini (Leiden University / Meertens Institute) This paper aims to answer the research question: how do people experience belonging in a nursing home through language use? This question is explored by looking at people’s most common communication strategies in a nursing home and physical features of ageing. The analysed data consist of one out of seventeen hours of audio recordings of the interactions between inhabitants of the home, or between staff and inhabitant. The data were obtained through participant-observations and interviews in a nursing home in The Hague. The observed activities were welfare activities e.g. meal times and games. The data showed several communication strategies, some successful and some unsuccessful, depending on their aims (Hymes 1974). The communicative success depended on physical features, e.g. whether the conversational partner could hear the speaker. In these interactions, being comfortable and - 25 -

feeling acknowledged was paramount. Factors that play a role in feelings of belonging are legal, autobiographical, cultural and relational. This study, however, showed that Antonsisch’s (2010) descriptions of these factors are insufficient to explain belonging in this setting. These findings can be used for more effective communication strategies and evoking a sense of belonging by clients in nursing homes which is crucial for their quality of life. Antonsisch, M. (2010). Searching for belonging – an analytical framework. Geography Compass 4(6), 644-659. Hymes, D. (1974). Foundations in Sociolinguistics: An Ethnographic Approach. London: Routledge.

First meaning then form: A longitudinal study on the effects of delaying the explicit focus on form for young adolescent L2 learners Leslie Piggott (Utrecht University) When learning a language in an instructional setting it is very common that a large part of the focus in class is on grammar. This approach is, however, also widely debated. Language teachers are not yet eager to rethink the role of grammar in the classroom as current research is often not closely enough related to their specific classroom setting. This study (in progress) observes second language development with and without explicit focus on grammar during the first two years of general secondary education at a school in the Netherlands. The target language is English. Data is currently being collected from two groups: a baseline group and an intervention group, both 240 pupils. The baseline group follows a communicative language teaching approach with explicit grammatical instruction and activities. The intervention group follows the same approach, however all grammatical instruction and exercises have been replaced by reading, writing, listening and speaking tasks focusing on meaning and vocabulary. Both groups are regularly tested on reading, listening, writing and speaking skills as well as on cognitive abilities, attitude, motivation, and first language abilities. This poster summarizes the data collected so far and some of the testing material that was used to do so.

Transparency in language contact: The case of Haitian Creole and its sub- and superstrate languages Fongbe and French Luisa Seguin (University of Amsterdam) When communicating speakers map meaning into form. It would thus seem obvious for languages to show a one-to-one correspondence between meaning and form, but this is often not the case. This perfect mapping, i.e. transparency, is indeed continuously violated in natural languages, giving rise to zero-to-one, one-to-many and many-to-one opaque correspondences between meaning and form (Leufkens 2015). An example of many-to-one is the French Negation ne…pas. However, transparency is a mutating feature that can be influenced by language contact. In this scenario languages tend to evolve and lose some opaque features and become more transparent. This study investigates transparency in a very specific contact situation, namely that of a creole, Haitian Creole, and its sub- and superstrate languages, Fongbe and French, in a Functional Discourse Grammar framework (Hengeveld 2011). We predicted Haitian Creole to be more transparent than French and Fongbe and investigated nineteen opacity features, divided into four categories: Redundancy (one-tomany), Fusion (many-to-one), Discontinuity (one meaning split in more forms) and Formbased Form (forms with no semantic counterpart: zero-to-one). The results indeed prove our prediction to be borne out: Haitian Creole only presents four opacity features out of nineteen, while French presents eighteen and Fongbe nine. - 26 -

Hengeveld, K. (2011). Transparency in functional discourse grammar. Linguistics in Amsterdam 4, 1-22. Leufkens, S. (2015). Transparency in Language: A Typological Study. LOT Utrecht.

L2 school immersion and the acquisition of verb placement in L3 French Rosalinde Stadt, Aafke Hulk & Petra Sleeman (University of Amsterdam) Language transfer can be related to L2 status (Bardel & Falk 2007), proficiency (Jaensch 2014), exposure (Hammarberg 2001) and metalinguistic awareness (Thomas 1988, Park & Starr 2015). In this study we test the L2 status factor (Bardel & Falk 2007) by examining to what extent third grade Dutch secondary school students (13-15 years) (N=28) prefer L2 English in L3 French acquisition and we study the influence of L2 pedagogy on L3 learning by comparing English immersion vs. a more formal instruction. We investigated verb placement in declarative root clauses by studying V-to-T movement constructions where the finite verb moves to T in French but not in English and cases in which the V2-rule applies in Dutch but not in French (den Besten 1983), hypothesizing negative transfer from English in the case of V-to-T movement (leading to acceptation of sentences like *Jean souvent regarde la télé) and no negative transfer from Dutch in the case of the V2-rule (leading to acceptation of sentences like Aujourd’hui Jean donne une fête). We report data from a Grammaticality judgment task (45 items).

Unraveling how reading literature affects Theory of Mind Rianne Vlaar, Hannah de Mulder & Frank Hakemulder (Utrecht University) This study investigates the effect of literary fiction on ‘Theory of Mind’ (ToM): the capacity to identify and understand others’ mental states. Kidd & Castano (2013) found a positive effect of reading literary fiction on ToM compared to reading popular fiction or nonfiction. Why exactly this effect was obtained is not currently clear, however. We hypothesize that the distinct stylistic characteristics of literary texts make readers work harder to understand author and character intentions and thereby stimulates their ToM. To test this hypothesis, participants completed two ToM tasks after being presented with one of four texts: an unadapted literary fiction text, an adapted text in which the literary stylistic characteristics had been wholly or partially removed, or a non-fiction text. In contrast to previous research, participants exposed to different text types did not differ in their ToM performance. However, the results do show a positive relationship between ToM ability and general frequency of exposure to fiction and the extent to which the participant was transported into the literary text.

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Publishing in DuJAL – for all presenters (of oral presentations and posters)

Dear presenters of the Juniorendag, The Anéla/ABLA journal Dutch Journal of Applied Linguistics (DuJAL) focuses on promoting Dutch and Belgian work in applied linguistics. In particular, it wants to offer a platform to young researchers in applied linguistics. The editors welcome submissions from all presenters, including those who present a poster. Submissions can take two forms: articles or research notes. The maximum length for full papers is 6,000 words (including appendices, bibliography and any other material); research notes are limited to 2,500 words. Dutch Journal of Applied Linguistics is a scientific journal that uses peer review: the first version of each submission is reviewed by an external reviewer and at least two of the editors. On the basis of these reviews the editors decide whether or not the paper will be published. Papers should be submitted through the DuJAL website: http://benjamins.com/#catalog/journals/dujal/main and they should be prepared according to the guidelines provided there. The provisional time line for the next issue, i.e. 6:1, is as follows: 1 September 2016: 15 November 2016: 15 December 2016: 15 January 2016: ± May 2017:

First version submitted Preliminary decision and reviews made available to authors Revised version submitted Final decision on acceptance Publication

We hope that many of you will use this opportunity to submit their papers. We would like to be informed as soon as possible whether you intend to submit a paper or not. If you cannot make the deadline, you are welcome to submit a paper anyway, which will then be considered for publication in subsequent issue of DuJAL. On behalf of the editors, Petra Poelmans, editor-in-chief Fontys University of Applied Sciences [email protected] - 28 -

Email addresses presenters Plenary lectures Name Prof. dr. Beppie van den Bogaerde

Email address [email protected]

Affiliation University of Amsterdam

Dr. Mike Huiskes

[email protected]

University of Groningen

Oral presentations Name Julián Albaladejo

Email address [email protected]

Affiliation University of Amsterdam

Manuel Augustin & Roberta Rocca

[email protected], [email protected]

Eveline Boers-Visker

[email protected]

Radboud University Nijmegen, Max Planck Institute University of Applied Sciences Utrecht

Suzanne BogaerdsHazenberg

[email protected]

Utrecht University

Daria Boruta

[email protected]

Utrecht University

Brenda van den Broek & Nina Vandermeulen

[email protected], [email protected]

University of Antwerp

Sascha Couvee

[email protected]

University of Amsterdam

Marlieske Doorn

[email protected]

VU University Amsterdam

Frederike Groothoff

[email protected]

Utrecht University

Yueqiao Han

[email protected]

Tilburg University

Chiara de Jong

[email protected]

Tilburg University

Liza van Lent

[email protected]

Radboud University Nijmegen

Hannah Lutzenberger

[email protected]

University of Amsterdam

Anna Pochynok

[email protected]

University of Groningen

Carla van Rooijen & Nina Sangers

[email protected], [email protected]

Utrecht University

Elianne de Ruiter

[email protected]

VU University Amsterdam

Patrick Schetters

[email protected]

University of Amsterdam

Katharyn Schultz

[email protected]

University of Amsterdam

Kyle Snyder

[email protected]

University of Amsterdam

Yoïn van Spijk

[email protected]

Utrecht University

Romy Veul

[email protected]

VU University Amsterdam

Johanna de Vos

[email protected]

Radboud University Nijmegen

Dunja Wackers

[email protected]

Leiden University

Arnold van der Werff

[email protected]

Tilburg University

Thom Westveer

[email protected]

University of Amsterdam

Myrthe Wildeboer

[email protected]

Leiden University

Annerose Willemsen

[email protected]

University of Groningen

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Poster presentations Name Floor Banning

Email address [email protected]

Affiliation VU University Amsterdam

Marie Barking

[email protected]

Tilburg University

Catherine van Beuningen

[email protected]

Hilde Braam

[email protected]

Iris Broedelet

[email protected]

Margot van Dijk

[email protected]

Utrecht University

Mirte Dikmans

[email protected]

Radboud University Nijmegen, Max Planck Institute

Laura Frederiks

[email protected]

VU University Amsterdam

Guusje Jol

[email protected]

Radboud University Nijmegen

Jurjen Kingma

[email protected]

University of Groningen, NHL University of Applied Sciences

Anne Martens

[email protected]

University of Amsterdam

Sophie Martini

[email protected]

Leiden University, Meertens Institute

Leslie Piggott

[email protected]

Utrecht University

Luisa Seguin

[email protected]

University of Amsterdam

Rosalinde Stadt

[email protected]

University of Amsterdam

Rianne Vlaar

[email protected]

Utrecht University

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Amsterdam University of Applied Sciences NHL University of Applied Sciences Leeuwarden University of Amsterdam, Royal Dutch Kentalis

Address and directions Address University library – University of Amsterdam Singel 425 1012 WP Amsterdam

Accessibility By car? There is virtually no parking space in the immediate vicinity of the library, so we strongly advise against coming by car. With public transportation The library is easy to reach by public transport from Amsterdam Central Station, with trams 1, 2, 4, 5, 9, 16, 20, 24, and 25. Get off at stop Spui or Muntplein. By foot The library is also accessible on foot. Walking from Amsterdam Central Station takes about 20 minutes (1.6 km). From the station, walk via Damrak to the Dam. Turn into Rokin or Kalverstraat. Walk straight ahead until you reach Spui. There you go right. From Spui, take a slight left onto Singel.

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Map of Amsterdam

Central station

University library

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Maps of university library

Ground floor 1. Foyer (registration) 2. Doelenzaal (plenary lectures, parallel sessions) 3. Potgieterzaal (parallel sessions) 4. Posterzaal (lunch & poster session, coffee & thee break, drinks)

5

First floor 5. Vondelzaal (parallel sessions)

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9:15 – 9:45 9:45 – 9:50 9:50 – 10:35 10:35 – 10:40 10:40 – 11:55

10:40 – 11:05

11:05 – 11:30

11:30 – 11:55

11:55 – 13:20 13.20 – 15:00

13.20 – 13:45

13.45 – 14:10

14.10 – 14:35

14.35 – 15:00

Registration (Foyer) Opening (Doelenzaal) Plenary lecture 1: Prof Dr Beppie van den Bogaerde (Doelenzaal) Short break (switching rooms) Parallel sessions 1 Potgieterzaal Doelenzaal Vondelzaal NT2: Dutch as a second language Sign language & gestures Didactics & education Reading skills and pitch perception in L2: A Gebarentaalonderwijs aan de hand van de “Add punctuation!”: How elementary students study on children learning Dutch as a second descriptoren van het ERK: maakt het verschil? revise their text in response to teacher feedback language Eveline Boers-Visker Suzanne Bogaerds-Hazenberg et al. Chiara de Jong Evaluating the language development of The phonology of name signs in Kata Kolok Samenwerkend leren; did(actief) verantwoord? Een newly arrived migrant pupils: Go beyond Hannah Lutzenberger onderzoek naar de effecten van samenwerkend words! leren op prestatie en attitude van leerlingen Frederike Groothoff Arnold van der Werff An error analysis of texts written by A cross-cultural study on gestural transfer in Effectiveness of L2 instruction when controlling for advanced Dutch L2 learners with German L1 Italian, Dutch and English exposure differences: A meta-re-analysis of Spada & Tomita 2010 Patrick Schetters Manuel Augustin & Roberta Rocca Katharyn Schultz Lunch & Poster session (12:15 poster pitches) (Posterzaal) Parallel sessions 2 Potgieterzaal Doelenzaal Vondelzaal Second language acquisition Discourse & communication Morphology, syntax & phonology Wat herhalen tweedetaalleerders in Too far to care? The role of psychological Comparing gender mismatches in French and taakherhaling? Een kwalitatieve analyse van proximity in (online) public attention and fear for German partitive constructions trigrams Ebola Thom Westveer Marlieske Doorn & Nel de Jong Liza van Lent et al. Incidental L2 vocabulary learning in dialogue Contemporary anti-abortion discourse in Spain: Categoriseren van Spaanse fonemen: een Johanna de Vos, Kristin Lemhöfer & Herbert Understanding the roles of the speaker in political vergelijkende studie tussen moedertaalsprekers en Schriefers communication niet-moedertaalsprekers Julián Albaladejo Elianne de Ruiter (*thesis prize nominee*) On the effect of modality and style for tonal “En toch is Polen niet verloren…”: beeldvorming De regenboogkleuren van de Langstraat: een language learning over Polen in Nederlandse krantenartikelen rond onderzoek naar de vele vormen van het dialect van de verkiezing van Wałęsa tot president van Polen Drunen, Waalwijk en Kaatsheuvel Yueqiao Han en de benoeming van Tusk tot voorzitter van de Yoïn van Spijk Europese Raad Daria Boruta (*thesis prize nominee*) (Early) practice makes perfect? Improving “Dus je zegt eigenlijk dat...”: parafrase als Gescheiden partikelwerkwoorden: een

the quality of language input in early English programmes to promote L2 production skills Anna Pochynok (*thesis prize nominee*) 15:00 – 15:20 15:20 – 16:10

15:20 – 15:45

15:45 – 16:10

16:10 – 16:15 16:15 – 17:00 17:00 – 18:00

Potgieterzaal Bilingualism An electro-encephalography study on DutchPapiamento code-switching production Myrthe Wildeboer, Maria del Carmen Parafita Couto & Bobby Ruijgrok Heritage and language in diasporic families: Transnational Dutch-Indonesians Kyle Snyder

retorisch middel voor het sturen van een discussie in het eigen voordeel Dunja Wackers Coffee & tea break (Posterzaal) Parallel sessions 3 Doelenzaal Conversation analysis Van tekst naar begrip in dialogische geschiedenislessen op de basisschool Annerose Willemsen

leesprobleem? Carla van Rooijen & Nina Sangers

Vondelzaal Native language proficiency Infants learn novel words faster from their mother: Electrophysiological evidence Sascha Couvee, Karlijn Blommers & Caroline Junge De totstandkoming van een goede tekst: relaties tussen schrijfprocessen, schrijverskenmerken en tekstkwaliteit bij het schrijven van syntheseteksten Brenda van den Broek & Nina Vandermeulen

“Lang leve het Openbaar Ministerie?”: online reacties op nieuwsberichten over witwassen Romy Veul, Melvin Soudijn & Tessa van Charldorp Short break (switching rooms) Plenary lecture 2: Dr Mike Huiskes (Doelenzaal) Drinks & award ceremony thesis and poster award (Posterzaal)

Poster presentations: • Attitudes ten opzichte van de uitspraak van Engelse leenwoorden (Margot van Dijk) • Een productieve variant van de Woordenschattoets Nederlands: ontwikkeling en evaluatie (Laura Frederiks) • Het effect van reducties op het taalbegrip in NT2 (Mirte Dikmans) • Het effect van visueel uitgelichte woorden op oogbewegingspatronen bij jonge zwakke lezers: een eye-tracking studie (Floor Banning) • Voorstellen en reacties tijdens peer-interactie in het primair onderwijs (Hilde Braam) • Waarom werkt de rode pen (niet altijd)? Een onderzoek naar de denkprocessen van leerlingen tijdens de verwerking van correctieve feedback (Catherine van Beuningen) • Belonging in a nursing home (Sophie Martini) • Bilingual education: Two languages in one classroom? Investigating pupils’ use of Dutch in English Content and Language Integrated Learning (CLIL) classrooms (Anne Martens) • Effects of structure knowledge on word learning (Marie Barking) • First meaning then form: A longitudinal research on the effects of delaying the explicit focus on form for young adolescent EFL learners (Leslie Piggott) • Frisian reading comprehension measurement (Jurjen Kingma) • Narrative ability and executive functioning in children with SLI (Iris Broedelet) • Resisting police officers’ questions with ‘nou’ (Guusje Jol) • L2 school immersion and the acquisition of verb placement in L3 French (Rosalinde Stadt) • Transparency in language contact: The case of Haitian Creole and its sub- and superstrate languages Fongbe and French (Luisa Seguin) • Unraveling how reading literature affects Theory of Mind (Rianne Vlaar)

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