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1
DEGANI, TAMAR, and NATASHA TOKOWICZ. "Ambiguous words are harder to learn." Bilingualism: Language and Cognition 13, no. 3 (2010): 299–314. http://dx.doi.org/10.1017/s1366728909990411.
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Relatively little is known about the role of ambiguity in adult second-language learning. In this study, native English speakers learned Dutch–English translation pairs that either mapped in a one-to-one fashion (unambiguous items) in that a Dutch word uniquely corresponded to one English word, or mapped in a one-to-many fashion (ambiguous items), with two Dutch translations corresponding to a single English word. These two Dutch translations could function as exact synonyms, corresponding to a single meaning, or could correspond to different meanings of an ambiguous English word (e.g., wisselgeld denotes the monetary meaning of the word change, and verandering denotes alteration). Several immediate and delayed tests revealed that such translation ambiguity creates a challenge for learners. Furthermore, words with multiple translations corresponding to the same meaning are more difficult to learn than words with multiple translations corresponding to multiple meanings, suggesting that a one-to-many mapping underlies this ambiguity disadvantage.
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van Nus, Miriam. "The Recognition Of Words Spoken In Isolation In a Foreign Language." TTW: De nieuwe generatie 39 (January 1, 1991): 144–60. http://dx.doi.org/10.1075/ttwia.39.13nus.
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This article discusses some of the results of an experiment in which native speakers of English, Dutch advanced and intermediate learners of English listened to frequently occurring English words, which had been sliced into fragments of increasing duration. From the initial 100 ms. of a word onwards, each fragment contained the preceding fragment and an added 50 ms. of the word. The subjects were asked to write down the sounds they had heard and to identify the test words as soon as they had sufficient perceptual information about the words. Their responses show that the Dutch intermediate learners needed significantly more perceptual information before they were able to recognize a word than the advanced learners and the native speakers. This article discusses some of the results of an experiment in which native speakers of English, Dutch advanced and intermediate learners of English listened to frequently occurring English words, which had been sliced into fragments of increasing duration. From the initial 100 ms. of a word onwards, each fragment contained the preceding fragment and an added 50 ms. of the word. The subjects were asked to write down the sounds they had heard and to identify the test words as soon as they had sufficient perceptual information about the words. Their responses show that the Dutch intermediate learners needed significantly more perceptual information before they were able to recognize a word than the advanced learners and the native speakers.
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DIJKSTRA, TON, JANET G. VAN HELL, and PASCAL BRENDERS. "Sentence context effects in bilingual word recognition: Cognate status, sentence language, and semantic constraint." Bilingualism: Language and Cognition 18, no. 4 (2014): 597–613. http://dx.doi.org/10.1017/s1366728914000388.
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In two lexical decision experiments, we investigated how sentence language affects the bilingual's recognition of target words from the same or a different language. Dutch–English bilinguals read Dutch (L1) or English (L2) sentences, presented word by word, followed by English (Experiment 1) or Dutch (Experiment 2) target words. Targets were Dutch–English cognates or non-cognates in isolation or preceded by sentences providing a high or a low semantic constraint. English cognates were facilitated irrespective of whether they were preceded by high or low constraining English sentences (no language switch) or Dutch sentences (switch). For Dutch cognates, inhibition effects arose in low constraining sentences (irrespective of Dutch or English) and in English (switch) sentences (irrespective of semantic constraint). Thus, under mixed language conditions, sentence constraint modulates target word processing but does not always completely eliminate cross-linguistic effects. The results are interpreted in a BIA+ model that extends monolingual views on sentence comprehension.
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Dijkstra, Ton, Ellen De Bruijn, Herbert Schriefers, and Sjoerd Ten Brinke. "More on interlingual homograph recognition: language intermixing versus explicitness of instruction." Bilingualism: Language and Cognition 3, no. 1 (2000): 69–78. http://dx.doi.org/10.1017/s1366728900000146.
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We contrasted the effect of instruction-induced expectancies and language intermixing in an English lexical decision task performed by Dutch–English bilinguals. At the start of the experiment, participants were instructed to respond to interlingual homographs and exclusively English words by giving a “yes” response, and to English non-words and exclusively Dutch words by giving a “no” response. In the first part of the experiment the stimulus list did not contain any Dutch words. In the second part of the experiment, Dutch items were introduced. No significant differences were found between interlingual homographs and controls in the first part of the experiment, while strong inhibition effects were obtained for interlingual homographs in the second part. These results indicate that language intermixing rather than instruction-based expectancies drives the bilingual partipants' performance. Consequences for current views on bilingual word recognition are discussed.
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Boot, Peter, Hanna Zijlstra, and Rinie Geenen. "The Dutch translation of the Linguistic Inquiry and Word Count (LIWC) 2007 dictionary." Dutch Journal of Applied Linguistics 6, no. 1 (2017): 65–76. http://dx.doi.org/10.1075/dujal.6.1.04boo.
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Abstract The words we use in everyday language reveal our thoughts, feelings, personality, and motivations. Linguistic Inquiry and Word Count (LIWC) is a software program to analyse text by counting words in 66 psychologically meaningful categories that are catalogued in a dictionary of words. This article presents the Dutch translation of the dictionary that is part of the LIWC 2007 version. It describes and explains the LIWC instrument and it compares the Dutch and English dictionaries on a corpus of parallel texts. The Dutch and English dictionaries were shown to give similar results in both languages, except for a small number of word categories. Correlations between word counts in the two languages were high to very high, while effect sizes of the differences between word counts were low to medium. The LIWC 2007 categories can now be used to analyse Dutch language texts.
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Hoeijmakers, Marieke, Elise de Bree, and Merel C. J. Keijzer. "English spelling performance of Dutch grammar school students." Dutch Journal of Applied Linguistics 2, no. 2 (2013): 152–69. http://dx.doi.org/10.1075/dujal.2.2.02de.
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The present study investigates English spelling performance of Dutch grammar school students to establish whether Dutch grammar school students are able to spell words differing in complexity, as well as whether they are sensitive to the information available in the spellings (phonological, orthographical, and lexical frequency). Twenty-one Dutch foreign language learners of English were presented with an English dictation task (from Kemp, Parrila, & Kirby, 2009). They had to spell base (uninflected) and derived (inflected) words and pseudowords which were matched on the basis of their phonological or orthographical patterns. Students also had to complete a Dutch dictation task, and a word and pseudoword reading task. Findings show that the students obtained higher scores on spelling words versus pseudowords, base versus derived targets, and on phonological versus orthographical targets. There was no correlation between Dutch and English spelling proficiency. These data are interpreted within a usage-based model of language acquisition.
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Nakai, Satsuki, Shane Lindsay, and Mitsuhiko Ota. "A prerequisite to L1 homophone effects in L2 spoken-word recognition." Second Language Research 31, no. 1 (2014): 29–52. http://dx.doi.org/10.1177/0267658314534661.
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When both members of a phonemic contrast in L2 (second language) are perceptually mapped to a single phoneme in one’s L1 (first language), L2 words containing a member of that contrast can spuriously activate L2 words in spoken-word recognition. For example, upon hearing cattle, Dutch speakers of English are reported to experience activation of kettle, as L1 Dutch speakers perceptually map the vowel in the two English words to a single vowel phoneme in their L1. In an auditory word-learning experiment using Greek and Japanese speakers of English, we asked whether such cross-lexical activation in L2 spoken-word recognition necessarily involves inaccurate perception by the L2 listeners, or can also arise from interference from L1 phonology at an abstract level, independent of the listeners’ phonetic processing abilities. Results suggest that spurious activation of L2 words containing L2-specific contrasts in spoken-word recognition is contingent on the L2 listeners’ inadequate phonetic processing abilities.
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DEGANI, TAMAR, ALISON M. TSENG, and NATASHA TOKOWICZ. "Together or apart: Learning of translation-ambiguous words." Bilingualism: Language and Cognition 17, no. 4 (2014): 749–65. http://dx.doi.org/10.1017/s1366728913000837.
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In a multiple-session training study, native English speakers learned foreign Dutch vocabulary items that mapped to English either in a one-to-one way (translation-unambiguous) or in a one-to-many way (translation-ambiguous), such that two Dutch words corresponded to a single English translation. Critically, these two translation-ambiguous Dutch words were taught on consecutive trials in the same session, or were presented separately, such that each word was taught in a separate session. Translation-ambiguous words were produced and recognized substantially less accurately than translation-unambiguous words on tests administered one and three weeks after training. An ambiguity advantage emerged, however, in a free-recall test. Interestingly, teaching both translations together led to superior performance over teaching them in separate sessions, in which case the translation learned first enjoyed a considerable advantage over that learned second. These findings underscore the importance of order of acquisition in second-language vocabulary learning, and have practical implications for language instruction.
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DIJKSTRA, TON, HENK VAN JAARSVELD, and SJOERD TEN BRINKE. "Interlingual homograph recognition: Effects of task demands and language intermixing." Bilingualism: Language and Cognition 1, no. 1 (1998): 51–66. http://dx.doi.org/10.1017/s1366728998000121.
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A series of three lexical decision experiments showed that interlingual homographs may be recognized faster than, slower than, or as fast as monolingual control words depending on task requirements and language intermixing. In Experiment 1, Dutch bilingual participants performed an English lexical decision task including English/Dutch homographs, cognates, and purely English control words. Reaction times to interlingual homographs were unaffected by the frequency of the Dutch reading and did not differ from monolingual controls. In contrast, cognates were recognized faster than controls. In Experiment 2, Dutch participants again performed an English lexical decision task on homographs, but, apart from nonwords, Dutch words were included which required a “no” reaction. Strong inhibition effects were obtained which depended on the relative frequency difference of the two readings of the homograph. These turned into frequency-dependent facilitation effects in Experiment 3, where participants performed a general lexical decision task, responding “yes” if a word of either language was presented. It is argued that bilingual word recognition models can only account for the series of experiments if they explain how lexical processing is affected by task demands and stimulus list composition.
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van Meurs, Frank, Hubert Korzilius, and Liset Bergevoet. "English words and phrases in Dutch job advertisements." Dutch Journal of Applied Linguistics 4, no. 1 (2015): 21–38. http://dx.doi.org/10.1075/dujal.4.1.03meu.
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It has been suggested that differences in mental processing affect the persuasiveness of language use. Within the Elaboration Likelihood Model framework, we examined if there were differences in the persuasiveness of English versus Dutch words in job ads depending on the way the job ads were processed, either by the central or the peripheral route. In an experiment, 144 participants evaluated ads for lower level jobs. Persuasiveness was measured in terms of text, job, and company evaluation, and application intention. There were no differences in persuasiveness for job ads containing English words depending on whether they were processed via the peripheral or the central route. However, under peripheral processing the jobs in the ads with English words were seen as being more attractive and as having a lower salary than the jobs in the all-Dutch ads, providing some limited evidence that English words may function as peripheral cues.
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SMITS, ERICA, HEIKE MARTENSEN, TON DIJKSTRA, and DOMINIEK SANDRA. "Naming interlingual homographs: Variable competition and the role of the decision system." Bilingualism: Language and Cognition 9, no. 3 (2006): 281–97. http://dx.doi.org/10.1017/s136672890600263x.
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To investigate decision level processes involved in bilingual word recognition tasks, Dutch–English participants had to name Dutch–English homographs in English. In a stimulus list containing items from both languages, interlingual homographs yielded longer naming latencies, more Dutch responses, and more other errors in both response languages if they had a high-frequency Dutch reading. Dutch naming latencies were slower than or equally slow as English naming latencies. In a stimulus list containing only English words and homographs, there was no homograph effect in naming latencies, although homographs did elicit more errors than control words. The results are interpreted as the consequence of list-induced variability in the competition between lexical items of the two languages involved. In addition, two additional decision processes have to be assumed: a language check, and a response deadline for non-target-language responses.
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Koster, Loes. "Woorden Leren in Een Vreemde Taal." Toegepaste Taalwetenschap in Artikelen 35 (January 1, 1989): 74–82. http://dx.doi.org/10.1075/ttwia.35.07kos.
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In an experiment two hypotheses were tested: 1. learning new words by extracting their meaning from context and by rehearsing them in context, facilitates the use of these words in situations involving the foreign language (e.g. a cloze test) 2. learning new words by linking them to mother tongue equivalents and rehearsing them in isolation, facilitates the use of these words involving the mother tongue ( e.g. an isolated word test). Two methods of learning English words by 13 year old Dutch pupils were contrasted. All subjects were presented several English texts containing unfa-miliar word. In one condition they received with every unfamiliar word three English sentences containing the target word. The meaning of the word was to be extracted from the text and the sentences. In the other condition they received with every unfamiliar word the entry from a bilingual dictionary. The translation which best fitted the text was to be chosen. Subjects performed the task individually and at their own speed. Afterwards the teacher provided the translation of each target word. Next the words were rehearsed. In one condition the subjects rehearsed the target words in English sentences. In the other condition they linked the target words to mother tongue equivalents. Two tests were administered. One was a cloze test. Subjects had to fill in the target words in several unfamiliar English texts. The other was an isolated word test. Subjects had to provide the target words, cued by translations. Both hypotheses were confirmed. Type of learning activity and kind of test interacted. Looking for the best method to teach words therefore seems futile. Learning words in a foreign language is a task in which several factors must be taken into account: learner, learning activities, material and test.
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POORT, EVA D., JANE E. WARREN, and JENNIFER M. RODD. "Recent experience with cognates and interlingual homographs in one language affects subsequent processing in another language." Bilingualism: Language and Cognition 19, no. 1 (2015): 206–12. http://dx.doi.org/10.1017/s1366728915000395.
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This experiment shows that recent experience in one language influences subsequent processing of the same word-forms in a different language. Dutch–English bilinguals read Dutch sentences containing Dutch–English cognates and interlingual homographs, which were presented again 16 minutes later in isolation in an English lexical decision task. Priming produced faster responses for the cognates but slower responses for the interlingual homographs. These results show that language switching can influence bilingual speakers at the level of individual words, and require models of bilingual word recognition (e.g., BIA+) to allow access to word meanings to be modulated by recent experience.
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Temmerman, Rita. "The process of revitalisation of old words." Terminology 2, no. 1 (1995): 107–28. http://dx.doi.org/10.1075/term.2.1.06tem.
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This article reports on part of a larger project on neologisms in the field of biotechnology. The research concentrates on English neologisms and how they influence the Dutch special language of molecular biology and genetic engineering. The origin of "splicing " is traced in its new usage in biotechnology, and the realisation of the associated concepts in Dutch is examined as a special case of limited borrowing in secondary term formation.
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KOENIG, MELISSA, and AMANDA L. WOODWARD. "Toddlers learn words in a foreign language: the role of native vocabulary knowledge." Journal of Child Language 39, no. 2 (2011): 322–37. http://dx.doi.org/10.1017/s0305000911000067.
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ABSTRACTThe current study examined monolingual English-speaking toddlers' (N=50) ability to learn word–referent links from native speakers of Dutch versus English, and second, whether children generalized or sequestered their extensions when terms were tested by a subsequent speaker of English. Overall, children performed better in the English than in the Dutch condition; however, children with high native vocabularies successfully selected the target object for terms trained in fluent Dutch. Furthermore, children with higher vocabularies did not indicate their comprehension of Dutch terms when subsequently tested by an English speaker whereas children with low vocabulary scores responded at chance levels to both the original Dutch speaker and the second English speaker. These findings demonstrate that monolingual toddlers with proficiency in their native language are capable of learning words outside of their conventional system and may be sensitive to the boundaries that exist between language systems.
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GORAL, MIRA. "The bilingual mental lexicon beyond Dutch–English written words." Bilingualism: Language and Cognition 22, no. 04 (2018): 680–81. http://dx.doi.org/10.1017/s1366728918000743.
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The contribution that Ton Dijkstra has made to the field of bilingualism, with his colleagues over the years, is beyond measure. He has advanced our field with the thoughtful and thought-provoking models of the bilingual lexicon he has put forward, and with the vast empirical data he and his colleagues have collected from numerous bilinguals, using a variety of experimental methods. This paper by Dijkstra, Wahl, Buytenhuijs, van Halem, Al-jibouri, de Korte, and Rekké (2018) is no exception. It comprises a thoughtful and detailed description of a new model, Multilink, and provides relevant information regarding the context in which the model was developed, its assumptions, its successes and challenges. The model is the first to consider aspects of both word production and word recognition, as well as of word translation, and to explicitly address how translation equivalents that share both form and meaning – cognates – may be processed. Also addressed are word-frequency concerns, including differences in word frequency that are dependent on language proficiency and exposure. The assumptions that are made within the model are clearly laid out, and less-than-ideal decisions that needed to be made are acknowledged. The authors conclude that a model like Multilink could be the basis for a general model of the mental lexicon. In that, they promote the view taken in Libben, Goral, and Libben (2017) that the bilingual – not the monolingual – lexicon should be considered as the default.
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La Heij, Wido, and Simone Petri Akerboom. "Word Comprehension in a Second Language: A Direct or an Indirect Route to Meaning?" Psychological Reports 100, no. 3 (2007): 838–46. http://dx.doi.org/10.2466/pr0.100.3.838-846.
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For bilingual persons, comprehension of a word in a second language (L2 word) could be achieved via an indirect route, in which the L2 word is first translated into the first language (L1) before meaning is accessed, or via a direct route, in which an L2 word directly activates its meaning. To test these two accounts, proficient Dutch-English bilinguals were asked to translate and to categorize L2 words of high and low familiarity. These L2 words were accompanied by a Dutch context word that was either phonologically related or unrelated to its Dutch translation equivalent. The results showed a clear phonological facilitation effect in the translation task but no phonological facilitation in the categorization task. This result was taken as evidence for a “direct route” from the L2 word to its meaning.
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Olijhoek, Vita. "Technisch Lezen in Het Engels (t2)." Toegepaste Taalwetenschap in Artikelen 61 (January 1, 1999): 85–95. http://dx.doi.org/10.1075/ttwia.61.08oli.
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A pupil who is a dab hand at technical reading has the ability to recognise words as correctly, quickly and automatically as possible. Initially, the recognition is done by the transposition of each word letter by letter into sounds ('indirect recognition'), but later on without the transposition of letters into sounds ('direct recognition'). Because of many pupils' inability to recognize words correctly, quickly and automatically, I investigated the reading proficiency of pupils of VBO and MAVO. I investigated which English words did cause pronunciation problems: completely regular words ('predictable words') or completely irregular words ('unpredictable words'). Secondly, I investigated whether the pupils had problems with the meaning of the same words, caused by their pronunciation problems. Thirdly, I investigated whether there was a relation between technical reading in Dutch and in English.
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Blok-Boas, Atie. "Een Nieuwe Taal - Bekende Woorden." Toegepaste Taalwetenschap in Artikelen 53 (January 1, 1995): 195–201. http://dx.doi.org/10.1075/ttwia.53.17blo.
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In this article it is argued that the discussion about the effects of cognates on the acquisition of vocabulary should not be limited to cognatepairs in L1 and L2, but should also take into account the possible knowledge of cognates in other languages. Beginning students of Italian L2 scored equally well in the interpretation of Italian words with cognates in Dutch and English as in the interpretation of Italian words with cognates in English but not in Dutch. Between students without any knowledge of Italian and students with some minimal knowledge ('a holiday in Italy') there was a signficant difference in the number of correctly interpreted words. Since the words had a low frequency rate, the difference is attributed to a greater awareness of Italian wordform in general. This implies that awareness of morphological regularities is formed in the initial stages of the acquisition process and is actively used in interpretation of words. Transparancy is also a factor in the interpretation of new words. The results seem to confirm the hypothesis that cognates in which Italian morphology determines only the ending of the word are easier to recognise than words with discrepancies in stem and ending.
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Bongaerts, Theo. "Niet-Intentioneel Gebruik van de Eerste Taal in Mondelinge Tweede-Taalproduktie." Taalproduktie 48 (January 1, 1994): 19–29. http://dx.doi.org/10.1075/ttwia.48.03bon.
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The results are presented of a study of unintentional switches to the L1 in L2 speech production, and the relevance of the findings for current views on bilingual speech production is discussed. The data for the study are 771 unintentional switches to Dutch at the word level in a 140,000 word corpus of L2 speech produced by 45 Dutch learners of English at three different proficiency levels. The learners' use of switches to the L1 appeared to be related to their L2 proficiency level. Function words were more often involved in unintentional codeswitching than content words, particularly in the case of the less advanced L2 learners. These findings are interpreted as providing support for current spreading activation accounts of lexical access in bilingual speech production in which the relative frequency of L1 and L2 words in the learner's repertoire plays an important role. Following Levelt (1993), it is assumed that the frequency effect plays a role at the lexeme or word form level rather than at the lemma level. Arguments are advanced that the unintentional use of L1 words in L2 production can be viewed as the result of errors, or slips, in lexical access at the lexeme level. Most switches were not in any way adapted to the L2 system, but there were a few instances of morphological (12) and phonological (10) adaptation to the L2. The cases of morphological adaptation all involved the use of a Dutch base form (stem) without the appropriate Dutch inflectional morpheme. In all cases the unintentionally used Dutch words were adapted to English in the sense that, in accordance with the rules of English, no inflectional morphemes were added to the stem. The absence of Dutch inflections offers support for Myers-Scotton's (1993) Matrix Language Frame Model, which predicts that in L2 + L1 constituents, in which L2 is the matrix language and L1 the embedded language, inflectional morphemes are supplied by the L2. Finally, on the basis of the occurrence of certain adaptations in the data and the absence of certain other adaptations, it is, be it tentatively, concluded that inflected words must be stored in the mental lexicon both fully and in decomposed form and that there is a checking device which intercepts forms that are not represented in the mental lexicon.
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TREMBLAY, ANNIE, MIRJAM BROERSMA, and CAITLIN E. COUGHLIN. "The functional weight of a prosodic cue in the native language predicts the learning of speech segmentation in a second language." Bilingualism: Language and Cognition 21, no. 3 (2017): 640–52. http://dx.doi.org/10.1017/s136672891700030x.
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This study newly investigates whether the functional weight of a prosodic cue in the native language predicts listeners’ learning and use of that cue in second-language speech segmentation. It compares English and Dutch listeners’ use of fundamental-frequency (F0) rise as a cue to word-final boundaries in French. F0 rise signals word-initial boundaries in English and Dutch, but has a weaker functional weight in English than Dutch because it is more strongly correlated with vowel quality in English than Dutch. English- and Dutch-speaking learners of French matched in French proficiency and experience, and native French listeners completed a visual-world eye-tracking experiment in French where they monitored words ending with/out an F0 rise (replication of Tremblay, Broersma, Coughlin & Choi, 2016). Dutch listeners made earlier/greater use of the F0 rise than English listeners, and in one condition they made greater use of F0 rise than French listeners, extending the cue-weighting theory to speech segmentation.
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Savelkouls, Sophie, Katherine Williams, and Hilary Barth. "Linguistic inversion and numerical estimation." Journal of Numerical Cognition 6, no. 3 (2020): 263–74. http://dx.doi.org/10.5964/jnc.v6i3.273.
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Number line estimation (NLE) performance is usually believed to depend on the magnitudes of presented numerals, rather than on the particular digits instantiating those magnitudes. Recent research, however, shows that NLE placements differ considerably for target numerals with nearly identical magnitudes, but instantiated with different leftmost digits. Here we investigate whether this left digit effect may be due, in part, to the ordering of digits in number words. In English, the leftmost digit of an Arabic numeral is spoken first (“forty-one”), but Dutch number words are characterized by the inversion property: the rightmost digit of a two-digit number word is spoken first (“eenenveertig” – one and forty in Dutch). Participants (N = 40 Dutch-English bilinguals and N = 20 English-speaking monolinguals) completed a standard 0-100 NLE task. Target numerals were read aloud by an experimenter in either English or Dutch. Preregistered analyses revealed a strong left digit effect in monolingual English speakers’ estimates: e.g., 41 was placed more than two units to the right of 39. No left digit effect was observed among Dutch-English bilingual participants tested in either language. These findings are consistent with the idea that the order in which digits are spoken might influence multi-digit number processing, and suggests linguistic influences on numerical estimation performance.
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Rajput, Nikhil Kumar, Bhavya Ahuja, and Manoj Kumar Riyal. "Alphabet usage pattern, word lengths, and sparsity in seven Indo-European languages." Digital Scholarship in the Humanities 35, no. 4 (2019): 727–36. http://dx.doi.org/10.1093/llc/fqz076.
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Abstract An empirical study on about 1.7 million dictionary words from seven languages viz. English, French, Dutch, Spanish, Italian, Hindi, and German has been conducted. Three intriguing characteristic features have been analyzed. First, the alphabet usage pattern in a language was determined which can be used to give an idea on how alphabets have been employed. For instance, the alphabet ‘e’ is highly used in English, while ‘q’ is least used. Second, the average and range of word lengths in the languages were computed and seen to vary from 1 to 37. Average word lengths were computed in the range (6.665–11.14). For comparison, word lengths have been fitted using Gaussian distribution. Third, a new measure was derived; which we termed ‘Language Sparsity’; computed as one minus ratio of number of words of a particular length already existing to the total number of possible words that can be formed. Sparsity hence gives a measure of the scope of fruition in languages. Two such measures have been defined: a weighted and a nonweighted sparsity. Nonweighted sparsity was found to be minimum (0.877) for English and maximum (0.982) for Dutch. The results obtained can play a significant role in propagating the synergy of language evolution.
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BROERSMA, MIRJAM. "Triggered codeswitching between cognate languages." Bilingualism: Language and Cognition 12, no. 4 (2009): 447–62. http://dx.doi.org/10.1017/s1366728909990204.
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This study shows further evidence for triggered codeswitching. In natural speech from a Dutch–English bilingual, codeswitches occurred more often directly next to a cognate (or “trigger word”) than elsewhere. This evidence from typologically related, cognate languages extends previous evidence for triggering between typologically unrelated languages. With their large proportion of trigger words, the data provide insight into which words can trigger codeswitches; proper nouns, cognate content words with good and moderate form overlap, and cognate function words all induced codeswitching. Further, this study extends the evidence for triggered codeswitching from speech with relatively little codeswitching to speech with a high codeswitching density. In contrast with earlier work, not only words directly following a trigger word but also words directly preceding one were codeswitched more often than other words, suggesting that the scope of triggered codeswitching depends on the frequency of trigger words and of codeswitches in the speech.
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Cho, Kit W., and Laurie B. Feldman. "Production and accent affect memory." Phonological and Phonetic considerations of Lexical Processing 8, no. 3 (2013): 295–319. http://dx.doi.org/10.1075/ml.8.3.02cho.
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In three experiments, we examined the effects of accents and production on free recall and yes/no recognition memory. In the study phase, native English participants heard English words pronounced by a speaker with an accent that is highly familiar to the participant (American English) or with a less familiar accent (Dutch). Participants had to either say aloud (produce) the word that they heard in their natural pronunciation (Exp. 1a) or imitate the original speaker (Exp. 1b) or simply listen to the word. In all experiments, in both recall and recognition, produced words and words spoken in an unfamiliar accent were more likely to be recalled and more likely to be recognized, than words that were listened to or words spoken in a more familiar accent. In recognition but not in recall, listening to words spoken in an unfamiliar accent improved memory more than listening to words spoken in a familiar accent. Results suggest that listening allows the acoustic-phonetic details of a speaker to be retained in memory, but that production attenuates details about the original speaker’s pronunciation. Finally, the benefit of production for memory does not differ whether one produces in one’s natural accent or imitates that of the speaker.
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HERMANS, DAAN, THEO BONGAERTS, KEES DE BOT, and ROBERT SCHREUDER. "Producing words in a foreign language: Can speakers prevent interference from their first language?" Bilingualism: Language and Cognition 1, no. 3 (1998): 213–29. http://dx.doi.org/10.1017/s1366728998000364.
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Two picture-word interference experiments were conducted to investigate whether or not words from a first and more dominant language are activated during lexical access in a foreign and less dominant language. Native speakers of Dutch were instructed to name pictures in their foreign language English. Our experiments show that the Dutch name of a picture is activated during initial stages of the process of lexical in English as a foreign language. We conclude that bilingual speakers cannot suppress activation from their first language while naming pictures in a foreign language. The implications for bilingual speech production theories are discussed.
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Duyck, Wouter, and Marc Brysbaert. "Semantic Access in Number Word Translation." Experimental Psychology 55, no. 2 (2008): 102–12. http://dx.doi.org/10.1027/1618-3169.55.2.102.
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Abstract. The revised hierarchical model of bilingualism (e.g., Kroll & Stewart, 1994 ) assumes that second language (L2) words primarily access semantics through their first language (L1) translation equivalents. Consequently, backward translation from L2 to L1 should not imply semantic access but occurs through lexical wordform associations. However, recent research with Dutch-French bilinguals showed that both backward and forward translation of number words yields a semantic number magnitude effect ( Duyck & Brysbaert, 2004 ), providing evidence for strong form-to-meaning mappings of L2 number words. In two number-word translation experiments with Dutch-English-German trilinguals, the present study investigated whether semantic access in L1-L2 and L1-L3 number-word translation depends on lexical similarity of the languages involved. We found that backward translation from these more similar language pairs to L1 still yields a semantic magnitude effect, whereas forward translation does not, in contrast with the Dutch-French results of Duyck and Brysbaert (2004) . We argue against a dual route model of word translation and suggest that the degree of semantic activation in translation depends on lexical form overlap between translation equivalents.
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MULDER, EVELIEN, MARCO VAN DE VEN, ELIANE SEGERS, and LUDO VERHOEVEN. "Context, word, and student predictors in second language vocabulary learning." Applied Psycholinguistics 40, no. 1 (2018): 137–66. http://dx.doi.org/10.1017/s0142716418000504.
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ABSTRACTWe examined to what extent the variation in vocabulary learning outcomes (vocabulary knowledge, learning gain, and rate of forgetting) in English as a second language (L2) in context can be predicted from semantic contextual support, word characteristics (cognate status, Levenshtein distance, word frequency, and word length), and student characteristics (prior vocabulary knowledge, reading ability, and exposure to English) in 197 Dutch adolescents. Students were taught cognates, false friends, and control words through judging sentences with varying degrees of semantic contextual support using a pretest/posttest between subjects design. Participants were presented with an English target word and its Dutch translation, followed by an English sentence. They were instructed to judge the plausibility of the sentence. Mixed-efffects models indicated that learning gains were higher for sentences with more semantic contextual support and in students with stronger reading comprehension skills. We were the first to show that Levenshtein distance is an important predictor for L2 vocabulary learning outcomes. Furthermore, more accurate as well as faster learning task performance lead to higher learning outcomes. It can thus be concluded that L2 study materials containing semantically supportive contexts and that focus on words with little L1-L2 overlap are most effective for L2 vocabulary learning.
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Uni, Kazuhito. "Advantages of Loanwords of Latin Origin for Learning German and Dutch." Journal of Social Sciences Research, no. 53 (March 10, 2019): 764–68. http://dx.doi.org/10.32861/jssr.53.764.768.
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Latin is the primary donor language to German and Dutch. In this study, a vocabulary survey was conducted to propose the advantages of frequently used German and Dutch vocabulary of Latin origin and their English equivalents for learners of German and Dutch. The Oxford 3000 was used as the primary reference for the 3,000 most frequently used English words, and the author analyzed the frequency of their German and Dutch equivalents. As a result, 432 loanwords of Latin or Greek origin were found to be included in the 3,000 most common German and Dutch words. Therefore, the present study concluded that possessing a knowledge of basic German and Dutch vocabulary of Latin or Greek origin effectively assists English speakers in learning German and Dutch.
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BERNOLET, SARAH, ROBERT J. HARTSUIKER, and MARTIN J. PICKERING. "Effects of phonological feedback on the selection of syntax: Evidence from between-language syntactic priming." Bilingualism: Language and Cognition 15, no. 3 (2011): 503–16. http://dx.doi.org/10.1017/s1366728911000162.
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Research on word production in bilinguals has often shown an advantage for cognate words. According to some accounts, this cognate effect is caused by feedback from a level that represents information about phonemes (or graphemes) to a level concerned with the word. In order to investigate whether phonological feedback influences the selection of words and syntactic constructions in late bilinguals, we investigated syntactic priming between Dutch and English genitive constructions (e.g., the fork of the girl vs. the girl's fork). The head nouns of prime and target constructions were always translation equivalents. Half of these were Dutch–English cognates with a large phonological overlap (e.g., vork–fork), the other half were non-cognates that had very few phonemes in common (e.g., eend–duck). Cognate status boosted between-language syntactic priming. Further analyses showed a continuous effect of phonological overlap for cognates and non-cognates, indicating that this boost was at least partly caused by feedback from the translation equivalents’ shared phonemes.
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DIJKSTRA, TON, BÉRYL HILBERINK-SCHULPEN, and WALTER J. B. VAN HEUVEN. "Repetition and masked form priming within and between languages using word and nonword neighbors." Bilingualism: Language and Cognition 13, no. 3 (2010): 341–57. http://dx.doi.org/10.1017/s1366728909990575.
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If access to the bilingual lexicon takes place in a language independent way, monolingual repetition and masked form priming accounts should be directly applicable to bilinguals. We tested such an account (Grainger and Jacobs, 1999) and extended it to explain bilingual effects from L2 to L1. Dutch–English bilinguals made a lexical decision on a Dutch target word preceded by a briefly presented word or nonword prime from Dutch (L1; Exp. 1) or English (L2; Exp. 2). The prime was an orthographically related neighbor of the target (e.g., zwaar–ZWAAN or spoon–SPION) or unrelated (e.g., thuis–ZWAAN or mouse–SPION). On their first presentation, responses to L1 word targets were non-significantly slowed relative to unrelated primes following both L1 and L2 related word primes. Upon target repetition, all effects turned into facilitation. Stable facilitation effects were also found when word targets were preceded by related nonwords derived from Dutch or English words. Simulations by the Bilingual Interactive Activation Plus (BIA+) model account for the major effects within and across languages.
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Degani, Tamar, Anat Prior, Chelsea M. Eddington, Ana B. Arêas da Luz Fontes, and Natasha Tokowicz. "Determinants of translation ambiguity." Linguistic Approaches to Bilingualism 6, no. 3 (2016): 290–307. http://dx.doi.org/10.1075/lab.14013.deg.
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Abstract Ambiguity in translation is highly prevalent, and has consequences for second-language learning and for bilingual lexical processing. To better understand this phenomenon, the current study compared the determinants of translation ambiguity across four sets of translation norms from English to Spanish, Dutch, German and Hebrew. The number of translations an English word received was correlated across these different languages, and was also correlated with the number of senses the word has in English, demonstrating that translation ambiguity is partially determined by within-language semantic ambiguity. For semantically-ambiguous English words, the probability of the different translations in Spanish and Hebrew was predicted by the meaning-dominance structure in English, beyond the influence of other lexical and semantic factors, for bilinguals translating from their L1, and translating from their L2. These findings are consistent with models postulating direct access to meaning from L2 words for moderately-proficient bilinguals.
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de Bruijn, Ellen R. A., Ton Dijkstra, Dorothee J. Chwilla, and Herbert J. Schriefers. "Language context effects on interlingual homograph recognition: evidence from event-related potentials and response times in semantic priming." Bilingualism: Language and Cognition 4, no. 2 (2001): 155–68. http://dx.doi.org/10.1017/s1366728901000256.
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Dutch–English bilinguals performed a generalized lexical decision task on triplets of items, responding with “yes” if all three items were correct Dutch and/or English words, and with “no” if one or more of the items was not a word in either language. Sometimes the second item in a triplet was an interlingual homograph whose English meaning was semantically related to the third item of the triplet (e.g., HOUSE – ANGEL – HEAVEN, where ANGEL means “sting” in Dutch). In such cases, the first item was either an exclusively English (HOUSE) or an exclusively Dutch (ZAAK) word. Semantic priming effects were found in on-line response times. Event-related potentials that were recorded simultaneously showed N400 priming effects thought to reflect semantic integration processes. The response time and N400 priming effects were not affected by the language of the first item in the triplets, providing evidence in support of a strong bottom-up role with respect to bilingual word recognition. The results are interpreted in terms of the Bilingual Interactive Activation model, a language nonselective access model assuming bottom-up priority.
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SMITS, ERICA, DOMINIEK SANDRA, HEIKE MARTENSEN, and TON DIJKSTRA. "Phonological inconsistency in word naming: Determinants of the interference effect between languages." Bilingualism: Language and Cognition 12, no. 1 (2009): 23–39. http://dx.doi.org/10.1017/s1366728908003465.
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Dutch–English participants named words and nonwords with a between-language phonologically inconsistent rime, e.g., GREED and PREED, and control words with a language-typical rime, e.g., GROAN, in a monolingual stimulus list or in a mixed list containing Dutch words. Inconsistent items had longer latencies and more errors than typical items in the mixed lists but not in the pure list. The consistency effect depended on word frequency, but not on language membership, lexicality, or instruction. Instruction did affect the relative speed and number of errors in the two languages. The consistency effect is the consequence of the simultaneous activation of two sublexical codes in the bilinguals' two languages and its size depends on the activation rate of the associated lexical representations (high-frequency words versus low-frequency words and nonwords) and on the decision criteria that monitor the response conflict at the decision level: the timing for responding (time criterion) in each language depends on the composition of the stimulus list and the likelihood of responses in either language.
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Macken, Lieve, Orphée De Clercq, and Hans Paulussen. "Dutch Parallel Corpus: A Balanced Copyright-Cleared Parallel Corpus." Meta 56, no. 2 (2011): 374–90. http://dx.doi.org/10.7202/1006182ar.
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This paper presents the Dutch Parallel Corpus, a high-quality parallel corpus for Dutch, French and English consisting of more than ten million words. The corpus contains five different text types and is balanced with respect to text type and translation direction. All texts included in the corpus have been cleared from copyright. We discuss the importance of parallel corpora in various research domains and contrast the Dutch Parallel Corpus with existing parallel corpora. The Dutch Parallel Corpus distinguishes itself from other parallel corpora by having a balanced composition and by its availability to the wide research community, thanks to its copyright clearance. All texts in the corpus are sentence-aligned and further enriched with basic linguistic annotations (lemmas and word class information). Approximately 25,000 words of the Dutch-English part have been manually aligned at the sub-sentential level. Rich metadata facilitates the navigability of the corpus and enables users to select the texts that satisfy their needs. The entire corpus is released as full texts in XML format and is also available via a web interface, which supports basic and complex search queries and presents the results as parallel concordances. The corpus will be distributed by the Flemish-Dutch Human Language Technology Agency (TST-Centrale).
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Deconinck, Julie, Frank Boers, and June Eyckmans. "‘Does the form of this word fit its meaning?’ The effect of learner-generated mapping elaborations on L2 word recall." Language Teaching Research 21, no. 1 (2016): 31–53. http://dx.doi.org/10.1177/1362168815614048.
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If known words can be defined psycholinguistically as ‘form–meaning mappings’, the present article investigates whether prompting learners to evaluate whether the form of a new second language (L2) word fits its meaning generates ‘mapping elaborations’ that aid recall. Thirty Dutch-speaking upper-intermediate learners of English were invited to rate and motivate the degree of congruency they perceived between the form and meaning of 14 novel L2 words. Their ability to recall the form and the meaning of the target words was measured in an unannounced post-test. Recall was found to be positively related to the number of learner-generated mapping elaborations triggered by the task. Elaborations of a sound–symbolic nature appeared particularly useful for rendering the form of new words memorable.
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Poort, Eva D., and Jennifer M. Rodd. "Towards a distributed connectionist account of cognates and interlingual homographs: evidence from semantic relatedness tasks." PeerJ 7 (May 16, 2019): e6725. http://dx.doi.org/10.7717/peerj.6725.
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Background Current models of how bilinguals process cognates (e.g., “wolf”, which has the same meaning in Dutch and English) and interlingual homographs (e.g., “angel”, meaning “insect’s sting” in Dutch) are based primarily on data from lexical decision tasks. A major drawback of such tasks is that it is difficult—if not impossible—to separate processes that occur during decision making (e.g., response competition) from processes that take place in the lexicon (e.g., lateral inhibition). Instead, we conducted two English semantic relatedness judgement experiments. Methods In Experiment 1, highly proficient Dutch–English bilinguals (N = 29) and English monolinguals (N = 30) judged the semantic relatedness of word pairs that included a cognate (e.g., “wolf”–“howl”; n = 50), an interlingual homograph (e.g., “angel”–“heaven”; n = 50) or an English control word (e.g., “carrot”–“vegetable”; n = 50). In Experiment 2, another group of highly proficient Dutch–English bilinguals (N = 101) read sentences in Dutch that contained one of those cognates, interlingual homographs or the Dutch translation of one of the English control words (e.g., “wortel” for “carrot”) approximately 15 minutes prior to completing the English semantic relatedness task. Results In Experiment 1, there was an interlingual homograph inhibition effect of 39 ms only for the bilinguals, but no evidence for a cognate facilitation effect. Experiment 2 replicated these findings and also revealed that cross-lingual long-term priming had an opposite effect on the cognates and interlingual homographs: recent experience with a cognate in Dutch speeded processing of those items 15 minutes later in English but slowed processing of interlingual homographs. However, these priming effects were smaller than previously observed using a lexical decision task. Conclusion After comparing our results to studies in both the bilingual and monolingual domain, we argue that bilinguals appear to process cognates and interlingual homographs as monolinguals process polysemes and homonyms, respectively. In the monolingual domain, processing of such words is best modelled using distributed connectionist frameworks. We conclude that it is necessary to explore the viability of such a model for the bilingual case. Data, scripts, materials and pre-registrations. Experiment 1: http://www.osf.io/ndb7p; Experiment 2: http://www.osf.io/2at49.
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LAGROU, EVELYNE, ROBERT J. HARTSUIKER, and WOUTER DUYCK. "The influence of sentence context and accented speech on lexical access in second-language auditory word recognition." Bilingualism: Language and Cognition 16, no. 3 (2012): 508–17. http://dx.doi.org/10.1017/s1366728912000508.
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Until now, research on bilingual auditory word recognition has been scarce, and although most studies agree that lexical access is language-nonselective, there is less consensus with respect to the influence of potentially constraining factors. The present study investigated the influence of three possible constraints. We tested whether language nonselectivity is restricted by (a) a sentence context in a second language (L2), (b) the semantic constraint of the sentence, and (c) the native language of the speaker. Dutch–English bilinguals completed an English auditory lexical decision task on the last word of low- and high-constraining sentences. Sentences were pronounced by a native Dutch speaker with English as the L2, or by a native English speaker with Dutch as the L2. Interlingual homophones (e.g., lief “sweet” – leaf /liːf/) were always recognized more slowly than control words. The semantic constraint of the sentence and the native accent of the speaker modulated, but did not eliminate interlingual homophone effects. These results are discussed within language-nonselective models of lexical access in bilingual auditory word recognition.
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Diepen, Mieke van, Ludo Verhoeven, Cor Aarnoutse, and Anna M. T. Bosman. "Validation of the International Reading Literacy Test." Written Language and Literacy 10, no. 1 (2007): 1–23. http://dx.doi.org/10.1075/wll.10.1.02die.
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In 2001, the International Association for the Evaluation of Educational Achievement (IEA) conducted a comparative study of reading literacy (PIRLS 2001). A reading comprehension assessment instrument was developed and translated into the languages of 35 participating countries for this purpose. After field testing of the instrument, the final version of the Reading Literacy Test (RLT) was established. In two studies, the validity of the Dutch version of the RLT was examined. In the first study, comparison of the linguistic characteristics of the Dutch and English versions of the test showed the Dutch passages and items to contain both a greater number of words and longer words than the English passages and items. However, the use of more and longer words did not produce a higher level of complexity with respect to content, sentence structure, text structure, or test items as judged by a panel of bilingual experts. While the Dutch children had to read more and longer words than the English children, moreover, they had no problems finishing the test within the allocated amount of time. In the second study, the possible impact of the changes made after the field testing of the RLT was examined. The omission of passages and the modification or omission of test items were found to have no consequences for the psychometric properties of the Dutch version of the test were examined.
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Schouten-van Parreren, Carolien, Heleen de Hondt, Irma van der Neut, Hans de Haan, and Jos Beishuizen. "Computerondersteuning Bij Voorspellend Lezen." Computer-ondersteund talenonderwijs 33 (January 1, 1989): 95–102. http://dx.doi.org/10.1075/ttwia.33.13par.
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In Model Schools Project West-Netherlands the Free University of Amsterdam (Department of Cognitive Psychology) and the State University of Utrecht (Researchgroup on Mathematics Education and Educational Computer Centre) study the way the computer can be used as an aid in secondary education. In the model school (Cals College Nieuwegein) five departments (Dutch Language, Mathematics, Foreign Languages, Geography, Home Economics) are developing and trying series of experimental lessons in which the computer is used as an aid to students and teachers. Existing (educational) software is elaborated with worksheets and teacher guidelines, aimed at an optimal integration of the software into the curriculum. During the schoolyear 1987/1988 the English Language teacher, supported by researcher and subject matter experts, has given a series of lessons on "reading and prediction", viz. the use of function words in a text. In four lessons the students worked on (a) choosing an appropriate consecutive phrase given a main phrase with function word (supported by the program "Sequitur"), (b) identifying the meaning of function words in a text (without computer), (c) learning the meaning of the major function words (supported by a Dutch program "Word Meanings"), and (d) completing sentence with a function word (supported by the Dutch program "Doka"). The experimental lessons indicated the contributions to be expected of the programs used and also the shortcomings to be remedied in future releases.
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POARCH, GREGORY J., JANET G. VAN HELL, and JUDITH F. KROLL. "Accessing word meaning in beginning second language learners: Lexical or conceptual mediation?" Bilingualism: Language and Cognition 18, no. 3 (2014): 357–71. http://dx.doi.org/10.1017/s1366728914000558.
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We tested the predictions of the Revised Hierarchical Model (Kroll & Stewart, 1994) to examine how children map novel words to concepts during early stages of L2 learning. Fifth grade Dutch L2 learners with 8 months of English instruction performed a translation recognition task followed by translation production in both directions. The children were already sensitive to L2 word meaning in translation recognition, showing longer RTs and lower accuracies for semantically related than semantically unrelated word pairs. In translation production, they were faster in backward than forward direction as predicted by the RHM. Critically, these children had learned L2 words in contexts enriched by pictures and listening/speaking exercises. Depending on the task, Dutch beginning L2 learners exploit conceptual information during L2 processing and map L2 word-forms to concepts. This study also contributes to accumulating evidence that manner of L2 instruction may majorly impact the activation of lexical and conceptual information during translation.
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Vanlangendonck, Flora, David Peeters, Shirley-Ann Rueschemeyer, and Ton Dijkstra. "Mixing the stimulus list in bilingual lexical decision turns cognate facilitation effects into mirrored inhibition effects." Bilingualism: Language and Cognition 23, no. 4 (2019): 836–44. http://dx.doi.org/10.1017/s1366728919000531.
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AbstractTo test the BIA+ and Multilink models’ accounts of how bilinguals process words with different degrees of cross-linguistic orthographic and semantic overlap, we conducted two experiments manipulating stimulus list composition. Dutch–English late bilinguals performed two English lexical decision tasks including the same set of cognates, interlingual homographs, English control words, and pseudowords. In one task, half of the pseudowords were replaced with Dutch words, requiring a ‘no’ response. This change from pure to mixed language list context was found to turn cognate facilitation effects into inhibition. Relative to control words, larger effects were found for cognate pairs with an increasing cross-linguistic form overlap. Identical cognates produced considerably larger effects than non-identical cognates, supporting their special status in the bilingual lexicon. Response patterns for different item types are accounted for in terms of the items’ lexical representation and their binding to ‘yes’ and ‘no’ responses in pure vs mixed lexical decision.
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SIMON, ELLEN, MATTHIAS J. SJERPS, and PAULA FIKKERT. "Phonological representations in children's native and non-native lexicon." Bilingualism: Language and Cognition 17, no. 1 (2013): 3–21. http://dx.doi.org/10.1017/s1366728912000764.
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This study investigated the phonological representations of vowels in children's native and non-native lexicons. Two experiments were mispronunciation tasks (i.e., a vowel in words was substituted by another vowel from the same language). These were carried out by Dutch-speaking 9–12-year-old children and Dutch-speaking adults, in their native (Experiment 1, Dutch) and non-native (Experiment 2, English) language. A third experiment tested vowel discrimination. In Dutch, both children and adults could accurately detect mispronunciations. In English, adults, and especially children, detected substitutions of native vowels (i.e., vowels that are present in the Dutch inventory) by non-native vowels more easily than changes in the opposite direction. Experiment 3 revealed that children could accurately discriminate most of the vowels. The results indicate that children's L1 categories strongly influenced their perception of English words. However, the data also reveal a hint of the development of L2 phoneme categories.
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Elsendoorn, Ben A. G. "Production and Perception of Dutch Foreign Vowel Duration in English Monosyllabic Words." Language and Speech 28, no. 3 (1985): 231–54. http://dx.doi.org/10.1177/002383098502800302.
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De Clercq, Karen. "The internal syntax of Q-words." Linguistics in the Netherlands 34 (November 23, 2017): 31–46. http://dx.doi.org/10.1075/avt.34.03dec.
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Abstract This paper aims at describing Q(uantity)-words, i.e. many/much and few/little, from a typological perspective, and presenting typological generalisations based on it. The typological sample provides support for a mass-count and positive-negative dimension in the domain of Q-words. Both dimensions also intersect. Along the negative dimension, it seems that languages fall into two groups: those having an opaque strategy for few/little and those having only an analytic strategy (not-much/many). Four patterns can be discerned on the basis of the sample, which are each exemplified by means of one language, i.e. English, Dutch, Wolof and Western Armenian. In addition, I make an attempt at developing a nanosyntactic analysis of the data, which aims to show how language variation in the domain of Q-words can be accounted for in terms of varying the size of lexically stored trees (Starke 2014). Finally, I show how one missing type of pattern is underivable on the basis of the analysis proposed.
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BATEN, KRISTOF, FABRICE HOFMAN, and TOM LOEYS. "Cross-linguistic activation in bilingual sentence processing: The role of word class meaning." Bilingualism: Language and Cognition 14, no. 3 (2010): 351–59. http://dx.doi.org/10.1017/s1366728910000246.
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This study investigates how categorial (word class) semantics influences cross-linguistic interactions when reading in L2. Previous homograph studies paid little attention to the possible influence of different word classes in the stimulus material on cross-linguistic activation. The present study examines the word recognition performance of Dutch–English bilinguals who performed a lexical decision task to word targets appearing in a sentence. To determine the influence of word class meaning, the critical words either showed a word class overlap (e.g. the homograph tree [noun], which means “step” in Dutch) or not (e.g. big [adj], which is a noun in Dutch meaning “piglet”). In the condition of word class overlap, a facilitation effect was observed, suggesting that both languages were active. When there was no word class overlap, the facilitation effect disappeared. This result suggests that categorial meaning affects the word recognition process of bilinguals.
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Jansen, Frank, and E. van der Geest. "Onaantastbaar Engels. De Houding Tegenover Vernederlandste Spelling Van Engelse en Franse Leenwoorden." Toegepaste Taalwetenschap in Artikelen 35 (January 1, 1989): 48–58. http://dx.doi.org/10.1075/ttwia.35.05jan.
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The official rules for the orthography prescribe dutchified forms for some loanwords and source language orthographies for others. Experts feel that this deficiency of the spelling system is the most obvious candidate for a forth-coming revision. In this paper we examine a source of variation in orthographies that has received relatively little attention: differences in status of the cultures the source language are associated with. The results of a series of parallel experi-ments are discussed, in which Dutch youngsters gave their opinions about dutchified English and French loanwords. The subjects disliked the adaptation of English words significantly more than the adaptation of French words. We explain this result by assuming a correlation between the high status which the Anglo-American culture has for Dutch adolescents, and a perceived inviola-bility of the words borrowed from the English language.
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AKKER, EVELIEN, and ANNE CUTLER. "Prosodic cues to semantic structure in native and nonnative listening." Bilingualism: Language and Cognition 6, no. 2 (2003): 81–96. http://dx.doi.org/10.1017/s1366728903001056.
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Listeners efficiently exploit sentence prosody to direct attention to words bearing sentence accent. This effect has been explained as a search for focus, furthering rapid apprehension of semantic structure. A first experiment supported this explanation: English listeners detected phoneme targets in sentences more rapidly when the target-bearing words were in accented position or in focussed position, but the two effects interacted, consistent with the claim that the effects serve a common cause. In a second experiment a similar asymmetry was observed with Dutch listeners and Dutch sentences. In a third and a fourth experiment, proficient Dutch users of English heard English sentences; here, however, the two effects did not interact. The results suggest that less efficient mapping of prosody to semantics may be one way in which nonnative listening fails to equal native listening.
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Lowie, Wander. "Exploring a second language." EUROSLA Yearbook 5 (August 2, 2005): 251–68. http://dx.doi.org/10.1075/eurosla.5.12low.
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A dynamic approach to the acquisition of morphologically complex words assumes that, initially, all words are interpreted holistically. At later stages of acquisition, increasingly more words are analyzed and morphological regularities are discovered. When productivity is defined as the chance that a newly formed word is produced on the basis of a particular affix (Baayen and Lieber, 1991), discovering morphological regularity can be interpreted as discovering productivity. This study finds evidence that contradicts an earlier study (Lowie, 2000) which suggested that morphological productivity starts playing a role only at the most advanced levels of acquisition. The current study used response latencies to test productivity cross-sectionally by comparing English native speaker response rates to those of Dutch learners of English at different levels of proficiency. Using this paradigm, productivity was evident from the earliest stages of acquisition and, at advanced levels, awareness was found even of the productivity of marginally productive affixes.
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VAN HELL, JANET G., and ANNETTE M. B. DE GROOT. "Conceptual representation in bilingual memory: Effects of concreteness and cognate status in word association." Bilingualism: Language and Cognition 1, no. 3 (1998): 193–211. http://dx.doi.org/10.1017/s1366728998000352.
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A word association experiment examined conceptual representation in bilingual memory. Dutch-English bilinguals associated twice to nouns and verbs that varied on concreteness and cognate status, once in the language of the stimuli (within-language), and once in the other language (between-language). Within- and between-language associations for concrete words and for cognates were more often translations of one another than those for abstract words and noncognates, and nouns evoked more translations than verbs. In both within- and between-language association, retrieving an associate was easier to concrete than to abstract words, to cognates than to noncognates, and to nouns than to verbs. These findings suggest that conceptual representation in bilingual memory depends on word-type and grammatical class: concrete translations, cognates, and noun translations more often share, or share larger parts of, a conceptual representation than abstract translations, noncognates, and verb translations. The results are discussed within the framework of distributed memory representation.