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How many dialects were spoken in nineteenth-century Amsterdam? In his Algemeen Nederduitsch en Friesch Dialecticon (1874) Johan Winkler stated, after consultation with Jan ter Gouw, that in 19th-century Amsterdam 19 different dialects could be distinguished. This article investigates whether it is possible to find evidence for this assertion in the surviving language material. For this purpose all language phenomena mentioned in 57 sources up till the mid-twentieth century have been put into a database, with information on the neighbourhood where they were used, and other metadata. The resulting database contains 9000 language phenomena of which around 4000 could be linked to a specific neighbourhood. From this it appeared that the number of 19 dialects mentioned by Winkler and Ter Gouw is an exaggeration: on the basis of the available linguistic information, we can only distinguish 5 of the 19 dialects mentioned by them. Next to these, however, we can distinguish a dialect not mentioned by Winkler and Ter Gouw, that of the higher classes (spoken along the Herengracht and Keizersgracht), and 5 sociolects or technical jargons: the Bargoens of thieves and tramps, the jargons of diamond workers, dock-workers, street musicians and players of bingo. Around 1900 the variation is reduced and the dialects gradually merged into a more or less uniform Amsterdam city dialect, due to mobility of labour.

Traditional L1 grammar teaching focuses on students’ learning the correct grammar rules rather than learning how to deal with grammatical issues in real life. This is mainly due to the fact that tr...

Children who have knowledge of two languages may show better phonological awareness than their monolingual peers (e.g. Bruck & Genesee, 1995). It remains unclear how much bilingual experience is needed for such advantages to appear, and whether differences in language or cognitive skills alter the relation between bilingualism and phonological awareness. These questions were investigated in this cross-sectional study. Participants (n = 294; 4–7 year-olds, in the first three grades of primary school) were Dutch-speaking pupils attending mainstream monolingual Dutch primary schools or early-English schools providing English lessons from grade 1, and simultaneous Dutch-English bilinguals. We investigated phonological awareness (rhyming, phoneme blending, onset phoneme identification, and phoneme deletion) and its relation to age, Dutch vocabulary, English vocabulary, working memory and short-term memory, and the balance between Dutch and English vocabulary. Small significant (α

Among other things, learning to write entails learning how to use complex sentences effectively in discourse. Some research has therefore focused on relating measures of syntactic complexity to text quality. Apart from the fact that the existing research on this topic appears inconclusive, most of it has been conducted in English L1 contexts. This is potentially problematic, since relevant syntactic indices may not be the same across languages. The current study is the first to explore which syntactic features predict text quality in Dutch secondary school students’ argumentative writing. In order to do so, the quality of 125 argumentative essays written by students was rated and the syntactic features of the texts were analyzed. A multilevel regression analysis was then used to investigate which features contribute to text quality. The resulting model (explaining 14.5% of the variance in text quality) shows that the relative number of finite clauses and the ratio between the number of relative clauses and the number of finite clauses positively predict text quality. Discrepancies between our findings and those of previous studies indicate that the relations between syntactic features and text quality may vary based on factors such as language and genre. Additional (cross-linguistic) research is needed to gain a more complete understanding of the relationships between syntactic constructions and text quality and the potential moderating role of language and genre.

Knowledge about Language (KaL) is an important part of L1 language education around the world. A controversial part of KaL is grammatical or syntactic knowledge, i.e., knowledge about the form, meaning and use of sentences and phrases. In the current international discourse on L1 grammar teaching, grammar is principally motivated by the desire to enhance students’ literacy development, befitting the communicative turn in mother tongue education and following high quality research which has shown that contextualized grammar teaching can impact on students’ writing development. However, there are also other potentially meaningful reasons to teach grammar, which remain underresearched and underdiscussed in curriculum discussions: (1) the general importance of language justifies that L1 speakers understand how their language works; (2) grammar teaching provides more insight into the workings of the human mind; (3) grammar teaching can be used to facilitate students’ reasoning and stimulate their critical thinking abilities. These reasons for teaching grammar do not necessarily relate to literacy development; rather, they pertain to a general conceptual importance of knowledge about grammar. This paper explores these arguments and argues, partly based on empirical evidence from recent research, that knowledge-related rationales deserve a more prominent place in curriculum discussions about grammar teaching.

There is ample evidence that both native and non-native listeners deal with speech variation by quickly tuning into a speaker and adjusting their phonetic categories according to the speaker’s ambiguous pronunciation. This process is called lexically-guided perceptual learning. Moreover, the presence of noise in the speech signal has previously been shown to change the word competition process by increasing the number of candidate words competing for recognition and slowing down the recognition process. Given that reliable lexical information should be available quickly to induce lexically-guided perceptual learning and that word recognition is slowed down in the presence of noise, and especially so for non-native listeners, the present study investigated whether noise interferes with lexically-guided perceptual learning in native and non-native listening. Native English and Dutch listeners were exposed to a story in English in clean speech or with stretches of noise. All the /l/ and /ɹ/ sounds in the story were replaced with an ambiguous sound half-way between /l/ and /ɹ/. Although noise altered the pattern of responses for the non-native listeners in a subsequent phonetic categorization task, both native and non-native listeners demonstrated lexically-guided perceptual learning in both clean and noisy listening conditions. We argue that the robustness of perceptual learning in the presence of intermittent noise for both native and non-native listeners is additional evidence for the remarkable flexibility of native and non-native perceptual systems even in adverse listening conditions.

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The fact that human language is highly structured and that, moreover, the way it is structured shows striking similarities in the world’s languages has been addressed from two different perspectives. The first, and more traditional, generative hypothesis is that the similarities are due to an innate language faculty. There is an inborn ‘grammar’ with universal principles that manifest themselves in each language and cross-linguistic variation arises due to a different parameter setting of universal principles. A second perspective is that there is no inborn, innate language faculty, but that instead structure emerges from language usage. This paper purports to develop and illustrate a third perspective, according to which the structural similarities in human languages are the result of the way the cognitive system works in perception. The essential claim is that structural properties follow from the limitations of human cognition in focus.

A vocabulary deficit negatively affects students’ language performance. Emotions such as speaking anxiety and language enjoyment in the English as a Foreign Language (EFL) classroom can affect students’ achievements as well. We investigated the effects of two Automatic Speech Recognition (ASR)-based websites, I Love Indonesia (ILI) and NovoLearning (NOVO), on students’ vocabulary knowledge, speaking anxiety, and language enjoyment. A total of 232 secondary school students in Indonesia participated in our quasi-experimental study. They were divided into three groups: two experimental groups received ASR-based intervention (ILI, NOVO), and a control group attended regular classes. Findings revealed that the students from the two experimental groups (ILI and NOVO) significantly outperformed those of the control group: both websites successfully increased the students’ knowledge of the targeted vocabulary (40 words), reduced the students’ level of speaking anxiety, and stimulated the students’ language enjoyment. Additionally, we interviewed 12 of these students and three English teachers. These qualitative outcomes corroborate the quantitative conclusions. Future studies should investigate further benefits of ASR-based websites on speaking skills, especially for long term effects, with in-depth evaluations, as this would help teachers to optimally design and adapt these systems for foreign language learning.

This article builds on computational tools to investigate the syntactic relationship between the highly related European national varieties of Dutch, viz. Belgian Dutch (BD) and Netherlandic Dutch (ND). It reports on a series of memory-based learning analyses of the post-verbal distribution of er “there” in adjunct-initial existential constructions like Op het dak staat (er) een schoorsteen “On the roof (there) is a chimney,’, which has been claimed to be among the most notoriously difficult variables in Dutch. On the basis of balanced datasets extracted from Flemish and Dutch newspaper corpora, it is shown that er’s distribution in both national varieties can be learned to a considerable extent from bare lexical input which is not assigned to higher-level categories. However, whereas this yields good results for ND, BD scores are consistently lower, suggesting that BD cannot do with lexical features alone to attain accuracy scores comparable to ND. This ties in with earlier findings that the more advanced standardization of ND materializes in a higher lexical collocability, whereas Flemish speakers need additional higher-level linguistic information to insert er.

Dialectometry studies patterns of linguistic variation through correlations between geographic and aggregate measures of linguistic distance. However, aggregating smooths out the role of semantic characteristics, which have been shown to affect the distribution of lexical variants across dialects. Furthermore, although dialectologists have always been well-aware of other variables like population size, isolation and socio-demographic features, these characteristics are generally only included in dialectometric analyses afterwards for further interpretation of the results rather than as explanatory variables. This study showcases linear mixed-effects modelling as a method that is able to incorporate both language-external and language-internal factors as explanatory variables of linguistic variation in the Limburgish dialect continuum in Belgium and the Netherlands. Covering four semantic domains that vary in their degree of basic vs. cultural vocabulary and their degree of standardization, the study models linguistic distances using a combination of external (e.g., geographic distance, separation by water, population size) and internal (semantic density, salience) sources of variation. The results show that both external and internal factors contribute to variation, but that the exact role of each individual factor differs across semantic domains. These findings highlight the need to incorporate language-internal factors in studies on variation, as well as a need for more comprehensive analysis tools to help better understand its patterns. ispartof: Frontiers in Artificial Intelligence vol:4 pages:1-19 ispartof: location:Switzerland status: published

Until recently, throughout the world, linguistic theory was virtually absent in secondary education, mostly limited to grammar teaching still based on 19th century linguistic theory. There is a growing call, however, for enriching grammar teaching with modern linguistic insights, integrating higher order critical thinking skills, like reasoning. This study tries to lay the groundwork for a model of linguistic reasoning in particular. Based on a well-established model for historical reasoning (Van Boxtel & Van Drie, 2018), a linguistic model is developed in two steps. First, the components of the historical model are theoretically analysed and transposed to the linguistic domain, and second, the model is applied in qualitative analysis of linguistic experts’ reasoning. It is found that the model fits linguistic reasoning fairy well: all central components can be observed, and are evenly distributed over different experts. It is concluded that the linguistic reasoning model can be used in the development of a new grammar pedagogy.

L1 grammar teaching worldwide often takes the form of traditional grammar teaching with decontextualized parsing exercises and rules of thumb. Some researchers have proposed enriching such forms of grammar teaching by relating traditional grammatical concepts to underlying metaconcepts from linguistic theory. The merits of such an approach have become apparent in recent intervention studies, but the question remains how teachers perceive such forms of grammar teaching, which is of particular importance for curriculum development. The present study investigated Dutch teachers’ beliefs in focus groups and a national survey (N = 127). It is found that Dutch language teachers see important benefits of a metaconceptual approach to grammar teaching, particularly as a means to improve students’ grammatical understanding. However, results also indicate that while teachers may see clear pedagogical and conceptual advantages of working based on underlying metaconcepts, their own teaching practice appears to be much more traditional. This discrepancy is explained by assuming that contextual factors have a restraining effect on what teachers can or want to do in reality. Once such contextual factors no longer play a part, teachers’ views tend to be much more geared towards a metaconceptual approach. The paper concludes with some implications for future research.

Contains fulltext : 196183.pdf (Publisher’s version ) (Open Access) This study investigated to what extent the Peabody Picture Vocabulary Test (PPVT-4) is a reliable tool for measuring vocabulary knowledge of English as a second language (L2), and to what extent L1 characteristics affect test outcomes. The PPVT-4 was administered to Dutch pupils in six different age groups (4-15 years old) who were or were not following an English educational programme at school. Our first finding was that the PPVT-4 was not a reliable measure for pupils who were correct on maximally 24 items, but it was reliable for pupils who performed better. Second, both primary-school and secondary-school pupils performed better on items for which the phonological similarity between the English word and its Dutch translation was higher. Third, young unexperienced L2 learners' scores were predicted by Dutch lexical frequency, while older more experienced pupils' scores were predicted by English frequency. These findings indicate that the PPVT may be inappropriate for use with L2 learners with limited L2 proficiency. Furthermore, comparisons of PPVT scores across learners with different L1s are confounded by effects of L1 frequency and L1-L2 similarity. The PPVT-4 is however a suitable measure to compare more proficient L2 learners who have the same L1. 23 p.

Grammatical knowledge is an important part of L1 language education. Nevertheless, teachers find it challenging to convey an in-depth understanding of grammar to their students. Previous research suggests that understanding might be stimulated by focusing on grammatical reasoning. The current mixed-methods study explores the grammatical reasoning of 108 Dutch L1 student teachers’ in odd one out tasks, showing that student teachers struggle with such reasoning tasks. A multilevel regression analysis indicates that their level of grammatical understanding as measured by a Test of Grammatical Understanding (TGU) and the elaborateness of student teachers’ argumentation significantly predict the quality of their grammatical reasoning. Student teachers’ performances were also compared to 14 year old pre-university students’ performances (N = 120). Contrary to what was hypothesized, senior student teachers did not manage to outperform junior student teachers, nor did student teachers outperform pre-university students. The paper discusses plausible reasons for these findings and explores how teacher education might need to shift focus to better develop student teachers’ grammatical reasoning skills.