Wie documentatie leest over het Staatsexamen Nederlands als Tweede Taal komt al snel de niveauaan... more Wie documentatie leest over het Staatsexamen Nederlands als Tweede Taal komt al snel de niveauaanduidingen B1 en B2 tegen, afkomstig uit het Raamwerk NT2 en iedereen welbekend. Al sinds jaar en dag communiceert de Commissie Staatsexamens NT2 dat het Staatsexamen Programma I ongeveer overeenkomt met niveau B1 van het Raamwerk NT2 en Programma II met niveau B2. In deze bijdrage legt Sible Andringa uit hoe de koppeling tussen de Staatsexamenprogramma's en het Raamwerk NT2 tot stand is gekomen, waarom en hoe deze koppeling per 1 januari 2016 nog eens wordt versterkt en wat de consequenties hiervan zijn voor de kandidaten van de Staatsexamens NT2.
In this study, we aimed to deepen the understanding of the circumstances under which crosslinguis... more In this study, we aimed to deepen the understanding of the circumstances under which crosslinguistic influence occurs, by focusing on the acquisition of the Dutch plural by two- and three-year old children who attend bilingual Dutch-English daycare. In doing so, we explored the roles of variability, overlap and language dominance as these are all factors that have been linked to the occurrence of crosslinguistic influence in studies on bilingual language acquisition and language contact. We investigated the expectation that young children who are exposed to English might show a stronger preference for -s pluralization in Dutch, because of the partial overlap in Dutch and English pluralization. In total, a group of 95 children that grew up with only Dutch and/or English at home and attended bilingual (Dutch-English) daycare (51 females, 44 males, mean age = 3;6 years) participated in an elicited production task. Results showed that no clear-cut evidence for unidirectional crosslingui...
Word learning is guided by the statistical co-occurrence between spoken words and potential refer... more Word learning is guided by the statistical co-occurrence between spoken words and potential referents, through which learners gradually map labels to objects across situations. Given that word learning does not occur in a vacuum, rather in a communicative context, it is relevant to evaluate the role that speakers play. Because we do not evaluate the information provided by every person equally, it is reasonable to think that someone who makes lexical errors is not a reliable speaker from whom to learn new words. The current study focuses on speaker reliability in adult cross-situational word learning (CSWL). In two experiments we investigated the extent to which adults attend to the reliability of the speaker and how this affects word learning in a CSWL task. We varied the consistency with which a speaker mapped novel words to familiar objects. We hypothesized (1) that the speakers’ reliability would be judged differently depending on their past object-labeling accu...
Wie documentatie leest over het Staatsexamen Nederlands als Tweede Taal komt al snel de niveauaan... more Wie documentatie leest over het Staatsexamen Nederlands als Tweede Taal komt al snel de niveauaanduidingen B1 en B2 tegen, afkomstig uit het Raamwerk NT2 en iedereen welbekend. Al sinds jaar en dag communiceert de Commissie Staatsexamens NT2 dat het Staatsexamen Programma I ongeveer overeenkomt met niveau B1 van het Raamwerk NT2 en Programma II met niveau B2. In deze bijdrage legt Sible Andringa uit hoe de koppeling tussen de Staatsexamenprogramma's en het Raamwerk NT2 tot stand is gekomen, waarom en hoe deze koppeling per 1 januari 2016 nog eens wordt versterkt en wat de consequenties hiervan zijn voor de kandidaten van de Staatsexamens NT2.
In this study, we aimed to deepen the understanding of the circumstances under which crosslinguis... more In this study, we aimed to deepen the understanding of the circumstances under which crosslinguistic influence occurs, by focusing on the acquisition of the Dutch plural by two- and three-year old children who attend bilingual Dutch-English daycare. In doing so, we explored the roles of variability, overlap and language dominance as these are all factors that have been linked to the occurrence of crosslinguistic influence in studies on bilingual language acquisition and language contact. We investigated the expectation that young children who are exposed to English might show a stronger preference for -s pluralization in Dutch, because of the partial overlap in Dutch and English pluralization. In total, a group of 95 children that grew up with only Dutch and/or English at home and attended bilingual (Dutch-English) daycare (51 females, 44 males, mean age = 3;6 years) participated in an elicited production task. Results showed that no clear-cut evidence for unidirectional crosslingui...
Word learning is guided by the statistical co-occurrence between spoken words and potential refer... more Word learning is guided by the statistical co-occurrence between spoken words and potential referents, through which learners gradually map labels to objects across situations. Given that word learning does not occur in a vacuum, rather in a communicative context, it is relevant to evaluate the role that speakers play. Because we do not evaluate the information provided by every person equally, it is reasonable to think that someone who makes lexical errors is not a reliable speaker from whom to learn new words. The current study focuses on speaker reliability in adult cross-situational word learning (CSWL). In two experiments we investigated the extent to which adults attend to the reliability of the speaker and how this affects word learning in a CSWL task. We varied the consistency with which a speaker mapped novel words to familiar objects. We hypothesized (1) that the speakers’ reliability would be judged differently depending on their past object-labeling accu...
This special issue brings together leading researchers in psychology, linguistics and cognitive n... more This special issue brings together leading researchers in psychology, linguistics and cognitive neuroscience in order to assess the progress made, and future directions to take, in the investigation of implicit and explicit language learning. It is intended as a ten-year follow-up to the special issue edited by Jan Hulstijn and Rod Ellis, Studies in Second Language Acquisition, 27(2).
The special issue will be published in June 2015. Contributors: Sible Andringa and Maja Curcic; Catherine L. Caldwell-Harris, Alia Lancaster, D. Robert Ladd, Dan Dediu, and Morten H. Christiansen; John Williams and Albertyina Paciorek; Patrick Rebuschat, Phillip Hamrick, Rebecca Sachs, Kate Riestenberg, and Nicole Ziegler; Kara Morgan-Short, Patrick Wong, Francis Wong, Zhizhou Deng, and Mandy Faretta; Aline Godfroid, Shawn Loewen, Sehoon Jung, Ji-Hyun Park, Susan Gass and Rod Ellis; Sarah Grey and Kaitlyn Tagarelli.
Uploads
The special issue will be published in June 2015. Contributors: Sible Andringa and Maja Curcic; Catherine L. Caldwell-Harris, Alia Lancaster, D. Robert Ladd, Dan Dediu, and Morten H. Christiansen; John Williams and Albertyina Paciorek; Patrick Rebuschat, Phillip Hamrick, Rebecca Sachs, Kate Riestenberg, and Nicole Ziegler; Kara Morgan-Short, Patrick Wong, Francis Wong, Zhizhou Deng, and Mandy Faretta; Aline Godfroid, Shawn Loewen, Sehoon Jung, Ji-Hyun Park, Susan Gass and Rod Ellis; Sarah Grey and Kaitlyn Tagarelli.