juniorendag

25e Anéla / VIOT
JUNIORENDAG
6 maart 2015
Radboud Universiteit Nijmegen
Voorbereidingscommissie 25e Anéla/VIOT Juniorendag
Guusje Jol
Lieke Verheijen
Tiffany Boersma
Gudrun Reijnierse
Maaike van Naerssen
Jet Hoek
Suzanne Kleijn
Lennie Donné
Prof. dr. Tom Koole
Radboud Universiteit
Radboud Universiteit
Universiteit van Amsterdam
Universiteit van Amsterdam
Universiteit Leiden
Universiteit Utrecht
Universiteit Utrecht
Rijksuniversiteit Groningen
Rijksuniversiteit Groningen (bestuurslid Anéla)
Correspondentie:
juniorendag2015@gmail.com
of
Anéla/VIOT Juniorendag 2015
t.a.v. Jet Hoek
Universiteit Utrecht
Utrecht Institute of Linguistics OTS
Trans 10
3512 JK Utrecht
De Anéla/VIOT Juniorendag 2015 is mede mogelijk gemaakt door:
www.anela.nl
www.viot.nl
www.benjamins.nl
www.ru.nl/cls/
www.ru.nl/
www.ru.nl/radboudintolanguages/
www.ru.nl/nederlands/
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Inhoudsopgave
Voorwoord
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Plattegrond campus Radboud Universiteit
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Abstracts: plenaire lezingen
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Abstracts: mondelinge presentaties sessie 1 t/m 4
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Programmaoverzicht Anéla/VIOT Juniorendag
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Abstracts: mondelinge presentaties sessie 5 t/m 6
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Abstracts: posterpresentaties
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Publishing in DuJAL – for all presenters (of posters and oral presentations)
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E-mailadressen
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Adres en routebeschrijving
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Plattegrond Nijmegen
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Voorwoord
Van harte welkom in Nijmegen op de Anéla/VIOT Juniorendag 2015! Deze dag is een
gezamenlijk initiatief van Anéla (Association Néerlandaise de Linguistique
Appliquée), en VIOT (Vereniging Interuniversitair Overleg Taalbeheersing).
Wat kun je verwachten van de Juniorendag?
•
•
•
•
•
•
De Juniorendag wordt dit jaar geopend door Guusje Jol van de organisatie van de
Juniorendag 2015. Vervolgens houdt Prof. dr. Asli Ozyurek (Max Planck Instituut
voor psycholinguistiek) een plenaire lezing over multimodale taal, communicatie
en cognitie.
’s Ochtends en ’s middags zijn er parallelle sessies, georganiseerd naar
onderzoeksgebied, met mondelinge presentaties door MA-studenten en
promovendi uit Nederland, België en Duitsland.
Tijdens de parallele sessies zijn er presentaties van de genomineerden voor de
Anéla-scriptieprijs 2014.
In de middagpauze kun je posters bekijken tijdens de postersessie. Om je alvast
wat wegwijs te maken, zullen de presentatoren hun posters vooraf in een
posterpitch aankondigen.
Aan het eind van de dag staat een tweede plenaire lezing op het programma. Prof.
dr. Hans Hoeken (Radboud Universiteit) geeft een presentatie over hoe verhalen
onze meningen en ons gedrag beinvloeden.
Na afloop is er een borrel in de foyer van het Gymnasion. Tijdens deze borrel
worden de scriptieprijs en de posterprijs uitgereikt.
Kortom: het belooft een sprankelende dag vol interessante lezingen, indrukwekkende
posters, en mooie prijzen te worden!
Tot slot willen we in dit voorwoord benadrukken dat we erg blij zijn met de financiële
bijdragen van Anéla, VIOT, Radboud Universiteit Nijmegen, John Benjamins,
Radboud in’to Languages, Centre for Language Studies van de Radboud Universiteit
en de afdeling Nederlandse taal en cultuur van de Radboud Universiteit. Daarnaast
willen we de presentatoren bedanken voor hun bijdragen: zonder jullie was deze dag
niet mogelijk geweest. We hopen dat jullie posters en praatjes aanleiding geven voor
mooie artikelen in het tijdschrift DuJAL!
We wensen jullie allen een leuke en inspirerende Juniorendag toe.
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Plattegrond campus Radboud Universiteit
Gymnasion, Heyendaalseweg 141, 6525 AJ Nijmegen
zalen GN 1 t/m 3 = op begane grond
zaal GN 4 = op 1e verdieping
Gymnasion
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Abstracts: plenaire lezingen
Eerste plenaire lezing, 10:10-10:55
GN3
Grounding language: multimodal language, communication and
cognition
Prof. dr. Asli Ozyurek (Max Planck Institute for Psycholinguistics)
Most research on language and its processing takes speech as its domain of
investigation to understand our ability use produce and comprehend language. In
this talk, I will show that the hand gestures speakers use also constitute a part of the
speakers’ linguistic message and are comprehended by the listeners as a unified
multimodal utterance where speech and gesture mutually constrain each others’
interpretation. I will also show that the eye gaze of the participants, as an index of
perceived communicative intent of the speaker, further modulate the semantic
integration between speech and gesture as evidenced by behavioral as well as
neuroimaging studies. I will also briefly discuss how such an approach might provide
new insights into language acquisition, bilingualism and autism-new projects
launched recently in our lab. A multimodal approach to language provides a more
ecological, grounded model of language use and its relation to cognition in context.
Tweede plenaire lezing, 16:00-16:45
GN3
Narrative impact: How stories influence our opinions and behavior
Prof. dr. Hans Hoeken (Radboud Universiteit)
Stories are much better in attracting and keeping people’s attention than expositions
or lectures. Our preference for stories seems to be the result of their entertainment
value; they provide us with a pleasant and seemingly innocent pastime. However,
recent research has shown that stories (in the form of television series, Harlequin
novels, short stories) can influence people’s opinions and even behavior. I will
present a number of studies that aim to uncover the mechanisms of narrative
persuasion. These findings reveal that both the choice of characters and the strategic
deployment of language are important for bringing about these persuasive effects. It
also shows that stories on fictional events can have important consequences for real
life decisions.
5
Abstracts: mondelinge presentaties
Sessie 1 – 11:00-11:30
GN
The acquisition of the Dutch pronoun ER and the French pronoun EN
Sanne Berends et al. (Amsterdam Centre for Language and Communication, UvA)
GN1
The goal of this exploratory and comparative corpus-based research was to find out
whether relative syntactic complexity is reflected in the emergence pattern of
prepositional and quantitative pronouns in Dutch (ER) and in French (EN). In recent
literature it has been claimed that syntactic complexity accounts for the fact that
some constructions appear later in monolingual acquisition than others (see
Jakubowicz 2002 and later work), or are acquired later by monolingual children
acquiring language X than by children acquiring language Y (Sleeman and Hulk 2011;
Van Dijk and Coopmans 2013; Strik 2009).
To link the results to the previous studies, the languages under investigation
were French and Dutch. Five hundred and fifty natural data files from seven Dutch
and seven French children - aged between 1;0 and 3;0 - were investigated in the
CHILDES corpus (MacWhinney 2000). Preliminary results show that in Dutch the
prepositional pronoun emerges at an earlier age than its quantitative homophone,
while cross-linguistically the French quantitative pronoun emerges at an earlier age
than the Dutch quantitative pronoun. Both of these findings are in line with the
relative syntactic complexity hypothesis, more results will follow shortly.
References
Jakubowicz, C. (2002) Functional categories in (ab)normal language acquisition. In
The process of Language Acquisition. I. Lasser 165-202. Frankfurt: peter Lang
MacWhinney, B. (2000). The CHILDES Project: Tools for Analyzing Talk. 3rd
Edition. Mahwah, NJ: Lawrence Erlbaum Associates
Sleeman, P. and Hulk, A.C.J. (2011). L1 acquisition of noun ellipsis in French and in
Dutch: Consequences for linguistic theory. In: Romance Languages and Linguistic
Theory 2011: selected papers from ‘Going Romance’ Utrecht 2011.
Strik, N. (2009). “Derivational contrasts in Dutch and French”. In Linguistics in the
Netherlands 2009, Botma, Bert and Jacqueline van Kampen (eds.), 91 ff.
Van Dijk, C.N. and Coopmans, P.H.A. (2013). On the acquisition of daar and er. In
Linguistics in the Netherlands 2013. Amsterdam: John Benjamins.
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How a virus/beast affects our opinions (or not): the role of extendedness
in metaphorical framing
Gudrun Reijnierse, Christian Burgers, Tina Krennmayr & Gerard Steen (UvA en Vrije
Universiteit Amsterdam)
GN2
Empirical studies investigating the claim that metaphorical frames can influence our
opinions show mixed results: some find that metaphors influence opinions (e.g.,
Thibodeau and Boroditsky, 2011, 2013), others find no such effect (e.g., Steen,
Reijnierse, and Burgers, 2014).
These contrasting findings raise the question under which conditions a
metaphorical framing effect may or may not take place. In this study, we examined
one possible condition: metaphor extendedness. We increased the number of
sentences expressing the metaphorical frames ‘Crime is a virus’ and ‘Crime is a beast’
in two short texts about a crime problem, and investigated whether extending the
metaphorical frame influenced participants’ opinions about solving that crime
problem.
We found no influence of metaphor extendedness for the ‘Crime is a virus’
frame, but a trend for the ‘Crime is a beast’ frame: the more extended the
metaphorical frame was, the more participants reasoned in line with that frame when
they had to rate solutions to the crime problem. In this paper, we will discuss possible
explanations for these findings as well as implications for future research on
metaphorical framing.
References
Steen, G.J., Reijnierse, W.G., & Burgers, C. (2014). When Do Natural Language
Metaphors Influence Reasoning? A Follow-Up Study to Thibodeau and Boroditsky
(2013). PLoSOne 9(12): e113536. doi:10.1371/journal.pone.0113536.
Thibodeau, P.H., & Boroditsky, L. (2011). Metaphors we think with: The role of
metaphor in reasoning. PLoSOne 6(2): e16782. doi:
10.1371/journal.pone.0016782.
Thibodeau, P.H., & Boroditsky, L. (2013). Natural language metaphors covertly
influence reasoning. PloSOne 8(1): e52961. doi: 10.1371/journal.pone.0052961.
The productivity of diminutive formation in Dutch: The exceptional case
of /ətjə/
Tiffany Boersma (Amsterdam Centre for Language and Communication, UvA)
GN4
In Dutch the diminutization of nouns depends on phonological properties of the
stem. The Dutch diminutive has five allomorphic forms. Which allomorph is used
depends on the phonological properties of the noun. Specifically, the type of
consonant, the length of the vowel and rime of the last syllable appear to be
important. The current study investigated adult sensitivity to the
morphophonological
rules
involved
in
diminutization.
Use
of
the
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morphophonological rules involved in production and perception were studied in 43
Dutch university students using both real and pseudo-words. The following four
rules, that determine allomorph selection, were tested: vowel length, number of
syllables and stress, place assimilation, and presence of obstruent. When testing real
words, adult speakers were highly accurate both in production and perception of the
diminutive (mean 98.5% correct). However, when pseudo words were tested,
performance on the two rules for diminutive formation involving the /ətjə/ suffix,
vowel length and number of syllables and stress, was significantly worse than on the
other rules (production: 67%, p < .001, perception: 87%, p < .001). The replacements
for /ətjə/ given by the participants were /pjə/, /tjə/ or /kjə/. These allomorph choices
adhere to the phonological rule ‘place assimilation’ with the final stem phoneme.
Participants thus may base their allomorph selection on ‘place of articulation’ rather
than on phonological features such as vowel length, number of syllables and stress.
These findings point towards /ətjə/ becoming less productive than the other
diminutive allomorphs.
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Sessie 2 – 11:30-12:00
GN
Prosodic and lexicosyntactic cues in turn prediction by Dutch and English
toddlers
Imme Lammertink (Radboud Universiteit)
GN1
Successful speech coordination during conversation requires adult speakers to
predict upcoming speaker changes with lexicosyntactic and prosodic information.
Here we examined the weighting of these cues for the prediction of upcoming speaker
changes (turn-prediction) in Dutch and British-English toddlers. We tracked the
anticipatory eye-movements of 21 Dutch and 20 English two-year-olds, and 16 Dutch
and 20 English adult controls as they watched videos of dyadic puppet conversation.
Target sentences were controlled for lexicosyntactic and intonational cues to turn
completion (incomplete=hold and complete=yield), resulting in four types of target
sentences (fully incomplete, incomplete syntax, incomplete intonation, and fully
complete). Cues conflicted in two conditions (incomplete syntax and incomplete
intonation) to test for their relative primacy. We found that Dutch and English
toddlers and adults used both lexicosyntactic and prosodic cues in their anticipation
of upcoming speaker changes. But, when the cues are pitted against each other
(incomplete syntax and incomplete prosody), listeners weigh lexicosyntactic cues
over prosodic ones. We found no overall differences in the use of the cues for turn
prediction between the two languages. The results raise new questions regarding the
interaction of pragmatic cues and lexicosyntactic/prosodic ones in childrens’
conversational predictive processing.
Hyperbole Identification Procedure (HIP): an introduction
Kiki Renardel de Lavalette & Britta Brugman (Vrije Universiteit van Amsterdam)
GN2
In comparison to metaphor, metonymy and irony, hyperbole as a figure of speech has
so far received little scholarly attention. Moreover, no generally accepted definition of
hyperbole yet exists nor have hyperbole scholars attempted to develop a valid
identification procedure of hyperbole ‘in the wild’. However, in order to conduct
empirical research into hyperbole’s structures and functions, the ability to identify
hyperbole in authentic, naturally produced language is imperative. Therefore, along
the same lines as the Metaphor Identification Procedure Vrije Universiteit (MIPVU)
(Steen et al., 2010) and the Verbal Irony Procedure (VIP) (Burgers et al., 2011), our
objective is to develop and validate a reliable method of hyperbole identification: the
Hyperbole Identification Procedure (HIP).
The identification procedure is based on a new definition of hyperbole since
previous definitions are either circular, too broad or too narrow (e.g. McCarthy &
Carter, 2004; Dumitrescu, 2012). We define hyperbole as “an utterance with an
evaluative expression that is more extreme than justified given its ontological
referent”. Our study covers the conceptualisation and operationalisation of
hyperbole, and validation of the identification procedure by applying the HIP to a
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corpus of Dutch economic news. The identification procedure will constitute a
valuable tool for hyperbole research.
Linguistic relativity of motion events: walking down the cline
Pablo C. Bernabeu (Tilburg University & Radboud University)
GN4
Linguistic relativity is the effect of linguistic patterns on behaviour.1 The expression
of motion events has been one gateway into that question: do speakers of different
languages talk of motion equally? In this, languages have been divided into a
dichotomy, with path-in-verb languages expressing path of motion via the verb, and
manner-in-verb languages expressing manner via the verb. Yet, in actuality, this
distinction is not a driving force.2 In addition, the method of some previous
experiments has been questioned because their tasks entailed language-based
thinking. Amidst such challenges, experiments have resulted in a broad span of
conclusions. In this talk, I propose a novel, game-based experiment controlling for
key typological and methodological aspects. I take account of Verkerk’s scale of
motion event encoding across 20 languages based on the relative adherence of each
to the path- and manner-in-verb patterns.3 That scale may serve as the new predictor
for behavioural measures of linguistic relativity. How exactly may this be
implemented? What are the challenges ahead?
References
Gumperz, & Levinson. (Eds.). (1996). Rethinking Linguistic Relativity. [Book]
Slobin (1996). Two ways to travel: Verbs of Motion in English and Spanish. [Chapter]
Verkerk (2014). The evolutionary dynamics of motion event encoding. [Thesis]
10
Sessie 3 – 12:00-12:30
GN
The effects of task-induced involvement load and word exposure
frequency on L2 incidental vocabulary learning through reading
Zuzana van Polen (Universiteit van Amsterdam)
GN1
Depth of processing (Involvement Load Hypothesis, Hulstijn & Laufer, 2001) and
word exposure frequency (Rott, 2007) belong to the main mediating factors of
incidental vocabulary learning, which previous studies investigated separately.
Current research explored the effects of both factors upon incidental word learning
through reading in one experiment testing learning gains across two knowledge
types.
Dutch undergraduates (n=51) were exposed to English texts that contained
target words occurring either once or 4 times. Involvement load was operationalized
through three tasks differing by the depth of mental involvement (text including
glosses, gap filling, or followed by summary writing). Post-tests assessing active recall
and active recognition were administered immediately and 4 weeks after the main
treatment.
Results revealed a general effect of involvement upon word knowledge, but the
task with the highest level of involvement did not lead to highest word gains and
retention across both word knowledge types. An interaction effect between word
exposure frequency and active recall word knowledge was obtained at both times of
post-testing.
The findings indicate that L2 incidental vocabulary learning through reading
can be contingent upon both investigated factors, however, no conclusive support has
been lent to ILH. By combining two explanatory variables of incidental L2 acquisition
in one study an important step in filling the gap in research has been taken, which
has several important implications for pedagogy.
References
Eckerth, J., & Tavakoli, P. (2012). The effects of word exposure frequency and
elaboration of word processing on incidental L2 vocabulary acquisition through
reading. Language Teaching Research, 16, 227-252
Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load
hypothesis in vocabulary acquisition. Language Learning, 5, 539-558
Rott, S. (2007). The effect of frequency of input-enhancements on word learning and
text comprehension. Language Learning, 57, 165-199
11
Weight is importance: how different age groups think metaphorically
about importance
Brenda van den Broek, Lisanne van Weelden & Marije van Amelsvoort (Tilburg
University)
GN2
In using phrases like ‘the pro’s outweigh the con’s’, people metaphorically
conceptualize importance in terms of weight. Conceptual Metaphor Theory (CMT)
states that such metaphors are not only a way to talk about concepts, but also a way
to think about those concepts. We investigated whether people indeed make use of
the conceptual metaphor ‘weight is importance’ when interpreting sentences. In
addition, the development of metaphorical thinking was investigated. If conceptual
metaphors are based on experiences (as proposed by CMT), they should become
increasingly entrenched over time. Participants in our experiment listened to
sentences in which two actors were either of equal or of different importance.
Subsequently, they placed figures of different weight on a seesaw to represent the
sentences. Four different age groups (6-year-olds, 8-year-olds, 10-year-olds, and
adults) were tested. Results showed that, overall, people do conceptualize importance
in terms of weight. Additionally, the responses of 10-year-olds were more in line with
‘weight is importance’ than those of 8-year-olds and 6-year-olds, supporting the idea
that conceptual metaphors develop over time. The responses of adults, however, only
differed significantly from those of 6-year-olds. The explanations they offered for
their responses suggest the interference of another conceptual metaphor: ‘power is
up’.
Where linguistic ingenuity meets technological innovation: non-standard
spelling and grammar in Dutch youngsters’ written computer-mediated
communication
Lieke Verheijen (Radboud Universiteit)
GN4
Computer-mediated communication (CMC), such as text messaging, chatting, and
twittering, has become an indispensable part of our daily lives. The language used in
CMC, especially by youngsters, often deviates from standard language norms. This
has raised fears that CMC may negatively affect youngsters’ reading, writing, or
spelling skills. Yet before studying how CMC actually affects traditional literacy, it has
to be established in what ways CMC language differs from the standard language.
Therefore, I have conducted a corpus study analysing the registers of Dutch
youngsters’ written CMC. This reveals the differences between their informal ‘CMC
language’ and their more formal ‘school language’. My register analysis includes
linguistic features of three dimensions of writing: orthography (‘textisms’, i.e. nonconventionally spelled words; emoticons), lexis (e.g. English borrowings,
interjections, type-token ratio), and syntax (in terms of omissions and complexity). A
diverse range of CMC modes has been investigated. The extent to which CMC users
deviate from standard language depends, partly, on user characteristics. Therefore, I
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also examined how youngsters’ age influences the linguistics of their CMC writings,
by distinguishing between CMC by adolescents versus by young adults. All this has
yielded fascinating linguistic profiles characterizing the registers of different CMC
modes and age groups.
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Sessie 4 – 14:00-14:30
GN
Tegen de stroom in? Horende ouders van dove kinderen die kiezen voor
Vlaamse gebarentaal
Goedele Debeerst (Katholieke Universiteit Leuven)
GN1
In Vlaanderen, België, zijn er twee evoluties in opmars omtrent de status van
Vlaamse Gebarentaal (VGT). Enerzijds is er meer maatschappelijke openheid en
ondersteuning voor de taal sinds haar officiële erkenning in 2006, wat zich onder
meer uit in het grotere aantal wettelijke mogelijkheden voor de inzet van tolken VGT
op televisie en in het onderwijs. Anderzijds ontwikkelt de medische wereld erg snel:
door nieuwe technologieën (bv. het cochleair implantaat) kunnen dove kinderen
beter een gesproken taal waarnemen en verwerven. Dit brengt echter onzekerheid
met zich mee betreffende het nut van VGT en tweetaligheid bij dove kinderen. Dit
onderzoek belicht hoe horende ouders van dove kinderen omgaan met deze duale
context en het dilemma daarmee verbonden, als ze toch kiezen voor VGT.
Voor het onderzoek werden diepte-interviews afgenomen met ouders van elf jonge
dove kinderen. Daarnaast was er een focusgroepsgesprek met ouders die een doof
kind grootbrachten, geboren voor 2001, ter vergelijking van twee generaties.
Uit de resultaten blijkt dat vele ouders de duale context als erg verwarrend ervaren.
Bovendien ondervinden ze een gebrek aan steun. De meeste respondenten zien de
waarde van VGT wel in, maar de taal wordt toch niet zelden beschouwd als louter
ondersteuning bij het Nederlands.
Correlated production and perception of similar L2 vowels: categorical
dominance as an indication of robust acquisition
Amber Nota (Rijksuniversiteit Groningen)
GN2
Based on models of L1 interference in L2 accent acquisition, sets of similar sounds
which are distinguished in the L2, but not in the L1, are most difficult to acquire for
an L2 learner. In this presentation, the correlation between production and
perception of two sets of similar sounds, namely DRESS-TRAP and FOOT-GOOSE, is
investigated in highly proficient native Dutch L2 English speakers who receive large
amounts of L1 and L1 impacted L2 input. Production is tested in free speech, while
perception is tested in a highly controlled phonetic categorisation task. The findings
suggest that all speakers have managed to acquire the distinction between these
similar vowel sets, and that there are significant correlations between their
production and perception of these vowels. The distribution of these correlations
suggests that vowel perception is dependent on the context in which the vowel is
presented, and that slightly different mental representations of vowel categories exist
for production and perception, with production indicating that the acquisition of the
vowel categories is robust enough to allow for the development of expectations in
perception.
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Een zoete verleiding. Hoe een fotoroman kan helpen de communicatie
over diabetes effectiever te maken
Evelien Duizer
GN4
Empirisch
onderzoek
laat
zien
dat
fotoromans
effectieve
gezondheidscommunicatiemiddelen kunnen zijn voor laaggeletterden. In dit
onderzoek is in een experiment de effectiviteit van een fotoroman voor
Nederlandstalige laaggeletterden onderzocht. Bovendien zijn verklaringen gezocht
voor de mogelijke effecten van de fotoroman door die in verband te brengen met een
theoretisch model voor de persuasieve werking van narratieven, het Entertainment
Overcoming Resistance Model (EORM) van Moyer-Gusé (2008). Centraal stond de
fotoroman Zoete verleiding, een naar het Nederlands vertaalde versie van de in
Amerika ontwikkelde diabetesfotoroman Sweet Temptations. Een groep van in totaal
92 laaggeletterde respondenten kreeg ofwel de fotoroman, ofwel een traditionele
non-narratieve brochure ofwel niets (controlegroep) te lezen. Uit de resultaten bleek
dat zowel de fotoroman als de brochure een significante stijging in gedragsintenties
tot stand bracht, maar dat de fotoroman tot significant meer diabeteskennis leidde.
Het EORM bleek echter geen goede verklaring te bieden voor de waargenomen
persuasieve effecten. De onderliggende overtuigingsmechanismen van de fotoroman
blijven dus nog onduidelijk.
15
Registratie / Registration
(Foyer Gymnasion)
10:00 – 10:10
Opening Juniorendag 2015
(GN3)
10:10 – 10:55
Plenaire sessie 1: Prof. dr. Asli Ozyurek
Grounding language: Multimodal language, communication and cognition
(GN3)
Language acquisition (GN1)
Figures of speech (GN2)
Grammar (GN4)
Sessie 1
The acquisition of the Dutch pronoun ER and the French
How a virus/beast affects our opinions (or not): the role The productivity of diminutive formation in Dutch:
11:00 – 11:30
pronoun EN
of extendedness in metaphorical framing
The exceptional case of /ətjə/
Sanne Berends et al.
Gudrun Reijnierse et al.
Tiffany Boersma
Sessie 2
Prosodic and lexicosyntactic cues in turn prediction by Dutch Hyperbole Identification Procedure (HIP): an
Linguistic relativity of motion events: walking down
11:30 – 12:00
and English toddlers
introduction
the cline
Imme Lammertink et al.
Kiki Renardel de Lavalette et al.
Pablo C. Bernabeu
Sessie 3
The effects of task-induced involvement load and word
Weight is importance: how different age groups think
Where linguistic ingenuity meets technological
12:00 – 12: 30
exposure frequency on L2 incidental vocabulary learning *
metaphorically about importance
innovation: non-standard spelling and grammar in
Zuzana van Polen
Brenda van den Broek et al.
Dutch youngsters’ written computer-mediated
communication
Lieke Verheijen
12:30 – 14:00
Lunch & Postersessie / Lunch & Poster session
(Foyer Gymnasion)
Kinderen en taal (GN1)
Language variation / L2 acquisition (GN2)
Communication (GN4)
Sessie 4
Tegen de stroom in? Horende ouders van dove kinderen die
Correlated production and perception of similar L2
Een zoete verleiding. Hoe een fotoroman kan helpen
14:00 – 14:30
kiezen voor Vlaamse Gebarentaal
vowels: categorical dominance as an indication of
de communicatie over diabetes effectiever te maken*
Goedele Debeerst
Eveline Duizer
robust acquisition
Amber Nota
Sessie 5
Verrassend taalgebruik, hoe vaak komt dat nou voor?
The efficacy of subtitles. Three different subtitling
In Concreto
14:30 – 15:00
Ineke Visser
conditions to enhance FL vocabulary knowledge*
Jochem Aben & Emma Turkenburg
Monique Bos
Sessie 6
Communicatieve intentie in Infant Directed Speech:
The postfield in Cité Duits: syntactic variation in inThe older patient’s perspective on doctor-patient
15:00 – 15:30
gendereffecten van ouder en kind
group speech
communication: focus group discussions in the
Floor Arts
Nantke Pecht
Netherlands and Hungary
Ruth Koops van ’t Jagt
15:30 – 16:00
Koffie & thee / Coffee & tea
(Foyer Gymnasion)
16.00 – 16:45
Plenaire sessie 2: Prof. dr. Hans Hoeken
Narrative impact: How stories influence our opinions and behavior
(GN3)
16:45 – 17:30
Borrel & Uitreiking scriptieprijs en posterprijs /
Drinks & Award ceremony thesis and poster award
(Foyer Gymnasion)
* Genomineerde scriptieprijs
9:30 – 10:00
Sessie 5 – 14:30-15:00
GN
Verrassend taalgebruik, hoe vaak komt dat nou voor? Een onderzoek
naar het gebruik van stijlkenmerken in navertellingen van
basisschoolleerlingen in groep 5 tot en met 8
Ineke Visser (Tilburg University)
GN1
Over hoe stijlkenmerken gebruikt worden door basisschoolleerlingen in geschreven
teksten en hoe zich dit ontwikkelt met verloop van tijd is nog weinig bekend. In
eerder onderzoek naar schrijfvaardigheid in groep 5 en 8 scoren leerlingen slecht op
het gebruik van stijlmiddelen in verhalen (Cito, 2013). In het huidige onderzoek is bij
leerlingen in de bovenbouw van de basischool gekeken hoe vaak zij in navertellingen
de volgende twaalf stijlkenmerken gebruiken: vooropplaatsing/herhaling, expliciet
spreken, impliciet spreken, denken, emoties, geluidseffecten, globaal vertelkader,
moraal/wijze les, alwetende verteller, retorische vraag, exclamaties en verrassend
taalgebruik. De navertelling is een tekstgenre dat in 2009 door het Cito niet
onderzocht is. In het huidige onderzoek is dit tekstgenre juist onderzocht omdat het
lijkt op een narratief, maar leerlingen hoeven bij een navertelling niet zelf te
verzinnen wat er gebeurt in het verhaal. Mogelijk faciliteert dit het gebruik van
stijlkenmerken bij basisschoolleerlingen. Een resultaat van het huidige onderzoek is
onder meer dat sommige stijlkenmerken wel degelijk meer gebruikt worden door
leerlingen dan andere stijlkenmerken. Desalniettemin is er tussen leerlingen
onderling nog veel verschil in het gebruik van deze stijlkenmerken.
Literatuur
Cito. (2013). Balans van de schrijfvaardigheid in het basis- en speciaal basisonderwijs
2. Arnhem: Stichting Cito Instituut voor Toetsontwikkeling
The efficacy of subtitles. Three subtitling conditions to enhance FL
vocabulary knowledge
Monique Bos
GN2
The study attempts to answer the question whether there is a subtitling condition
that proves most effective for foreign language vocabulary acquisition. This is a
relevant question for today’s language education since film has gained popularity
here and research needs to be done how best to present students with film so that the
(vocabulary) learning effects are the greatest.
To answer this question, Dutch university students were asked to participate in
an experiment in which they had to do a vocabulary test, watch a film fragment while
their eyes were tracked by an eye-tracker, and do another vocabulary test. Students
were divided over three subtitling conditions (English audio, Dutch subtitles; English
audio, English subtitles; Dutch audio, English subtitles) and a control condition with
English audio without subtitles. It was expected that most vocabulary knowledge was
17
gained in the Dutch audio with English subtitles condition (Danan, 1992). Yet, the
experiment did not generate data towards the exceeding efficacy of any of the
subtitling conditions. Hints of greater accuracy in writing, however, was found when
students were exposed to English subtitles.
References
Danan, M. (1992). Reversed subtitling and dual coding theory: New directions for
foreign language instruction. Language Learning, 55(4), 497-527.
In Concreto
Jochem Aben & Emma Turkenburg(Radboud Universiteit)
GN4
Concreetheid is een belangrijk instrument gebleken om de begrijpelijkheid en
aantrekkelijkheid van teksten te verbeteren. Studies naar de concreetheid van
woorden geven geen theoretisch aantrekkelijke verklaringen voor dit effect, een
situatie die de interne validiteit van experimenteel onderzoek naar effecten van
concreetheid en tekstbegrip negatief beïnvloedt.
In een grootschalig onderzoek werden de concreetheidsscores voor 2.011 woorden
verzameld, alsook de scores voor specificiteit, begrijpelijkheid, zintuiglijke
waarneembaarheid en tekenbaarheid, gescoord door tien beoordelaars. De resultaten
zijn geanalyseerd in regressiemodellen en gerelateerd aan de concreetheidsscores die
Brysbaert et al. (2014) verzamelden. De resultaten lieten zien dat concreetheid met
name wordt voorspeld door zintuiglijke waarneembaarheid en dat de
voorspellingsmodellen voor concreetheid afhankelijk zijn van woordsoort (zelfstandig
naamwoord, werkwoord, bijvoeglijk naamwoord). Onze bevindingen kunnen
bijdragen aan de toekomstige vormgeving van experimentele teksten.
18
Sessie 6 – 15:00-15:30
GN
Communicatieve intentie in Infant Directed Speech: gendereffecten van
ouder en kind
Floor Arts (Radboud Universiteit)
GN1
Ik heb gekeken naar Infant Directed Speech (IDS), oftewel spraak van ouders tegen
hun baby’s, met als relatief nieuwe aspecten IDS door vaders en Nederlandse IDS. Ik
heb onderzocht of er m.b.t. de communicatieve intentie in IDS gendereffecten zijn
van ouder (d.w.z. verschillen tussen vaders en moeders) en kind (d.w.z. verschillen
tussen zoons en dochters). Communicatieve intentie omvatte vijf aspecten:
Positieve/negatieve emotie, Sterkte van emotie, Mate van aandacht vragen, Mate van
geruststelling/troost en Mate van gedrag sturen. 30 proefpersonen kregen 20
toonhoogtecontouren te horen, die zij beoordeelden op de sterkte van iedere intentie.
De scores werden per toonhoogtecontour gemiddeld over alle proefpersonen, zodat
één score per toonhoogtecontour per schaal overbleef. Hierop voerde ik een tweewegMANOVA uit met SexParent en SexChild als onafhankelijke between-subjects
variabelen. Daaruit bleek een effect van het geslacht van de ouder: moeders klonken
significant positiever, lieten een sterkere emotie naar voren komen en vroegen meer
aandacht van hun kind dan vaders. Er was echter geen effect van het geslacht van het
kind: de intenties tegen zoons en dochters waren niet significant verschillend. De
resultaten suggereren dat Nederlandse ouders geen duidelijk onderscheid maken in
hun Infant Directed Speech tussen zoons en dochters. Mogelijke verklaringen
hiervoor zijn zeer uiteenlopend.
Speaking Cité Duits in a Limburgian coalminers’ neighborhood: The use
of the postfield
Nantke Pecht (Albert-Ludwigs-Universitaet Freiburg)
GN2
This contribution provides an account of how former coalminers in Limburg (B)
speak amongst each other a hybrid German-Dutch-Limburg-dialect way of speaking,
labeled Cité Duits. By analyzing audio data consisting of natural-like occurring
interactions (approx. 190 minutes), this presentation scrutinizes selected syntactical
patterns that are characteristic for their in-group speech. The focus is on the use of
the ‘postfield’, i.e. the positioning of verb-free elements after the closure of the
potential right verbal bracket:
(1)
a. die jetz sin verHEIrat mit an POLnische,
b. ‘he is now married to a Polish [woman]’
Whereas in German the removal of a constituent from the verbal bracket usually
leads to a marked structure, Dutch is more flexible. It can be shown that Cité Duits
has developed particular constructions that occur neither in spoken German nor
Dutch. Not only facultative and obligatory prepositional phrases, but also nominal
19
phrases and adverbs are placed after the right bracket. Secondly, despite the different
mother tongues of the speakers, only slight individual variability can be observed.
The findings suggest that we are dealing with an own way of speaking, where social
context plays a crucial role for the development of these structures.
The older patient’s perspective on doctor-patient communication: focus
group discussions in the Netherlands and Hungary
Ruth Koops van ’t Jagt (Rijksuniversiteit Groningen)
GN4
Older adults are frequently affected by the negative consequences of limited health
literacy (Zamora & Clingerman, 2011). Health literacy can be defined as the degree to
which people are able to access, understand, appraise and communicate information,
in order to engage with the demands of different health contexts so as to promote and
maintain health across the life-course (Kwan et al., 2006). Doctor-patient
communication is an essential element within health literacy research. However, the
patient perspective on doctor-patient communication is underrepresented in most
research. The General Practitioner (GP) is an important resource for older people and
often the first professional health care provider they consult for their health problems
(Bastiaens et al., 2007).
In this study, we therefore conducted focus group discussions (in the
Netherlands and in Hungary) with older adults with limited or marginal health
literacy to elicit their views and perspectives on needs and barriers in communication
with their GP. Identifying older adults’ barriers to participate and communicate
during primary care consultations will aid in the appropriate development of patientcentered interventions to increase interactional and critical health literacy of older
adults. The most important outcomes are discussed and a comparison between the
Netherlands and Hungary is made.
20
Abstracts: Posterpresentaties
Attributes selection in reference production: what we see? What we say?
Xiaochen Zheng, Rein Cozijn, Martijn Goudbeek & Emiel Krahmer (Tilburg
University)
During natural language production, people often refer to the same object using
different attributes. The Probabilistic model of overspecification (the PRO-model,
van Gompel et al., 2012) proposes that speakers always select a property that is fully
discriminating and may add other properties depending on preference and the
eagerness to over-specify. Regarding the question of why speakers choose what to
say, it is important to know what role attention plays in this conceptualization
process. The current study applies eye-tracking methodology in a replication of the
experiment by Gatt et al.(2011). 27 participants were recruited to complete a picture
description task, where a) mentioning size is required to distinguish the target object;
b) mentioning color is required; c) either size or color is required. Speech and eyemovement data were recorded and analyzed: high rates of color-overspecification
were observed across conditions. In addition, a preliminary analysis of eyemovement data showed that when participants select size attributes to distinguish the
target, more attention was paid on corresponding contrasting properties. Results are
further discussed in the context of the PRO-model. The current study combines
computational modeling and empirical language production and vision work, trying
to bridge the gap between visual attention, psycholinguistics and computational
linguistics.
Migration, multilingualism and linguistic behaviour
Elisa Candido (Udine, Italië)
Aim of the (socio)linguistic research is to illustrate the linguistic behaviour of 64 non
native speakers of Italian. Main question of the dissertation is Who speaks what
language to whom, when, why, where and what will it lead to? All informants were
born in Albania or Kosovo, are native speakers of Albanian and L2 speakers of Italian,
and life in the same Italian town. They immigrated to Italy in different ages, stages of
life and learned Italian either in a natural or educational setting. Results of the
research show that these three criteria influenced the linguistic behaviour of the
interviewees.
The development of lexical stress production in babbling and early
words: a comparison between typically developing and cochlear
implanted children
Ilke De Clerck (Universiteit Antwerpen)
Research shows that the production of lexical stress guides phonological
development. Yet, it remains to be shown if stress differences are already apparent in
babbling. Congenitally deaf infants with cochlear implants (CI) might show deprived
stress production because they have difficulties with perceiving F0.
21
This study measures the main cues of stress (mean F0, intensity and duration) in the
stressed and unstressed vocals of disyllabic babbles and first words produced by
normally hearing infants (n=9) and infants with CI (n=9).
The analysis shows that there is no difference between the groups for the
babbles. Whereas, when starting to produce words, the normally hearing infants
differentiate more between stressed and unstressed syllables. This tendency is less
definite in the group with CI. When entering the linguistic stage it appears that
infants with CI show greater deficits in F0 production than their normally hearing
peers. The same effect was found for intensity, but to a smaller extent. Duration
remains unaffected.
These results suggest that the use of meaningful words induce correct stress
production in normally hearing children. Moreover, it is shown that a deprived
perception of F0 is translated into less differentiated F0 production when infants
enter the linguistic stage.
Accuracy of cochlear implanted children: influence of target word
complexity and target word syllable length
Jolien Faes (Universiteit Antwerpen)
We studied speech accuracy in the spontaneous speech of children with cochlear
implants (CI). We followed 9 young implanted CI children longitudinally up to age 5.
In nonword repetition tasks, speech accuracy of both normally hearing and CI
children is affected by target word syllable length and target word complexity. Do
both factors also influence speech accuracy in the spontaneous speech of CI children?
Next, both hearing experience and age at implantation are reported to affect language
development in CI children. How do they influence accuracy development? Results
suggest that speech accuracy of CI children increases with increasing hearing
experience. No effect of age at implant activation is found, but with hearing
experience, accuracy increases more rapidly in children with later implant activation.
Accuracy decreases with increasing target word complexity and with increasing target
word syllable length. Thus, in the spontaneous speech of CI children, speech accuracy
is lower in more complex target words and in longer target words. However, the
decrease of speech accuracy with increasing target word complexity and target word
syllable length is less steep for later implanted children and the influence of both
factors decreases when children have more hearing experience.
Vergemakkelijkt IDS het leren van de fonemen /E/ en /ae/ bij
Nederlandse volwassenen?
Lisa Rommers (Radboud Universiteit)
Een hoge toonhoogte, overdreven toonhoogtecontouren en een lange duur zijn de
aandachtstrekkende kenmerken van infant directed speech (IDS) (Soderstrom,
2007). Meer aandacht kan voor beter leren zorgen en de aandachtstrekkende
kenmerken van IDS vereenvoudigen het discrimineren van bekende
foneemcontrasten (Trainor & Desjardins, 2002). Niet eerder is onderzocht of de
22
aandachtstrekkende kenmerken van IDS het leren van nieuwe foneemcontrasten
vergemakkelijken. In het huidige onderzoek kregen veertig proefpersonen een
bimodaal gedistribueerd spraakcontinuüm aangeboden in IDS of ADS (adult directed
speech), lopend van het foneem /E/ tot het foneem /ae/. Dit is een Engels
foneemcontrast dat moeilijk te horen is voor Nederlandse luisteraars. Voor en na
deze training werd een categorisatie ABX-taak afgenomen met hetzelfde continuüm
als gebruikt in de training. De categorisatiecurve in de IDS trainingsgroep was
significant steiler in de natest dan de voortest (gemiddelde voortest= .992, sd= .467;
gemiddelde natest= 1.727, sd= .776). Het verschil in steilheid tussen de voor- en
natest was niet significant in de ADS trainingsgroep (gemiddelde voortest= .992, sd=
.467; gemiddelde natest= 1.415, sd= .587). Pairwise comparisons gaven echter geen
significant verschil tussen de natesten van beide trainingsgroepen (F(1,30)= 1.611, p=
.214). Vervolgonderzoek kan uitwijzen of de aandachtstrekkende IDS-kenmerken het
foneem leren bij baby’s wel vergemakkelijken.
VALILEX - Theoretical and empirical validation of lexical competence in
English and French within the Common European Framework of
Reference
Ann-Sophie Noreillie & Britta Kestemont (Katholieke Universiteit Leuven)
The language-neutral Common European Framework of Reference for Languages
(CEFR) (Council of Europe, 2001) is probably one of the most influential document
for educational language policy in Europe. It describes language tasks and linguistic
competences for any European language and links them to six levels of language
proficiency (from A1 to C2). However, the CEFR and RLDs, the language-specific
descriptions, have been criticized for lacking a theoretical and empirical basis
(Alderson, 2007; Hulstijn, 2014; Kuiken et al., 2010).
Therefore, two PhD-projects – one focusing on English, the other on French –
would like to contribute to an empirical and theoretical validation of the CEFR by
combining a corpus-based and expert-judged approach (Bardel et al., 2012) and by
taking into account Hulstijn’s theory of language proficiency (2011). Specifically, we
will first determine the shared vocabulary for listening and speaking among native
speakers for communicative settings described by the A1 and B1 CEFR-levels. Next,
we aim to determine the lexical competence (= vocabulary size and lexical items)
needed for learners of English and French to successfully perform listening and
speaking tasks at these two CEFR-levels. Finally, we aim to determine whether the
communicative activities at these two levels share a common vocabulary in two
typologically different languages.
23
Publishing in DuJAL – for all presenters
Dear presenters of the Juniorendag,
The Anéla/ABLA journal Dutch Journal in Applied Linguistics focuses on promoting
Dutch and Belgian work in applied linguistics. In particular, it wants to offer a
platform to young researchers in applied linguistics.
All presenters of the Juniorendag, including those who present a poster, are
welcome to submit a paper. More information on the how and when will follow
shortly via email.
We hope that many of you will use this opportunity to submit their papers.
24
E-mailadressen
Plenaire lezingen
Naam
E-mailadres
Affiliatie
Prof. dr. Asli Ozyurek
asli.ozyurek@mpi.nl
MPI for Psycholinguistics
Prof. dr. Hans Hoeken
h.hoeken@let.ru.nl
Radboud Universiteit
Presentatoren (mondelinge presentaties)
Naam
E-mailadres
Affiliatie
Nantke Pecht
nantkepecht@gmx.de
Pablo C Bernabeu
pcbernabeu@gmail.com
Floor Arts
floorarts02@hotmail.com
Radboud Universiteit
Tiffany Boersma
t.a.boersma@uva.nl
Kiki Renardel de Lavalette
k.y.renardeldelavalette@student.vu.n
l
Universiteit van Amsterdam ACLC
Brenda van den Broek
b.vdnbroek@tilburguniversity.edu
Tilburg University
Amber Nota
a.g.r.nota@rug.nl
University of Groningen
Ineke Visser
iwvisser@gmail.com
Tilburg University
Imme Lammertink
i.lammertink@let.ru.nl
Radboud Universiteit
Goedele Debeerst
goedele@debeerst.be
KU Leuven
Ruth Koops van ’t Jagt
r.koops.van.t.jagt@rug.nl
University of Groningen
Jochem Aben
emma.turkenburg@student.ru.nl
Radboud Universiteit
Sanne Berends
s.berends2@uva.nl
Universteit van Amsterdam –
ACLC
Lieke Verheijen
lieke.verheijen@let.ru.nl
Radboud Universiteit
Gudrun Reijnierse
w.g.reijnierse@uva.nl
Universiteit van Amsterdam
Albert-Ludwigs-Universitaet
Freiburg
Tilburg University & Radboud
University Nijmegen
Vrije Universiteit Amsterdam
Genomineerden scriptieprijs
Zuzana van Polen
zuzana_s30@hotmail.com
Universiteit van Amsterdam
Eveliene Duizer
evelienduizer@gmail.com
Rijksuniversiteit Groningen
Monique Bos
monique.b@live.nl
Rijksuniversiteit Groningen
Presentatoren (posters)
Naam
E-mailadres
Affiliatie
Xiaochen Zheng
zhengxiaochen.psy@gmail.com
Tilburg University
Elisa Candido
candidoelisa@hotmail.com
Udine (Italië)
Ilke De Clerck
ilke.declerck@uantwerpen.be
Universiteit Antwerpen
Jolien Faes
jolien.faes@uantwerpen.be
Universiteit Antwerpen
25
Lisa Rommers
lisa.rommers@student.ru.nl
Radboud Universiteit
Ann-Sophie Noreillie & Britta
Kestemont
annsophie.noreillie@kuleuven.be
KU Leuven
26
Adres en routebeschrijving
Locatie Juniorendag 2015
Radboud Universiteit, Gymnasion
Zie de achterzijde van het programmaboekje voor een plattegrond.
Adres
Radboud Universiteit
Gymnasion
Heyendaalseweg 141
6525 AJ Nijmegen
www.ru.nl
Routebeschrijving
Met openbaar vervoer:
Station Nijmegen Heyendaal ligt op loopafstand van de universiteit; vanaf Nijmegen
Centraal rijden bussen in ongeveer tien minuten naar het universiteitsterrein. Bus 10
(de Heyendaal Shuttle) rijdt in de spits elke paar minuten. Halte Erasmusgebouw is
het dichtst bij het Gymnasion.
Tweemaal per uur vertrekken er treinen vanaf het centraal station naar station
Heyendaal (stoptreinen richting Boxmeer en Venray).
Met de auto
Vanaf alle invalswegen in Nijmegen is de Radboud Universiteit Nijmegen aangegeven
op de ANWB-wegwijzers. Op de campus Heyendaal moet betaald worden voor
parkeren. Er is een parkeerplaats naast het Gymnasion.
27
Plattegrond Nijmegen
28