Dutch Journal of Applied Linguistics 2021-05-12T13:46:30+02:00 Sible Andringa Open Journal Systems <p><img style="margin: 0px 40px 0 0;" src="" alt="DuJAL" width="300" height="237" align="left" hspace="10" vspace="10" /></p> <p style="font-size: 16px;"><br />The <em>Dutch Journal of Applied Linguistics</em> (DuJAL) <span style="font-weight: 400;">is the official journal of the Dutch Association of Applied Linguistics (Anéla). It publishes research on (second) language use, learning, teaching and policy and particularly values both theoretically and practically driven research that is of societal relevance.</span></p> <p style="font-size: 16px;"><span style="font-weight: 400;">DuJAL encourages open science, allows for publication of instruments and data, and publishes on a rolling basis.</span></p> <p> </p> Measuring (online) word segmentation in adults and children 2021-04-09T16:00:16+02:00 Iris Broedelet Paul Boersma Judith Rispens <p>Since Saffran, Aslin and Newport (1996) showed that infants were sensitive to transitional probabilities between syllables after being exposed to a few minutes of fluent speech, there has been ample research on statistical learning. Word segmentation studies usually test learning by making use of “offline methods” such as forced-choice tasks. However, cognitive factors besides statistical learning possibly influence performance on those tasks. The goal of the present study was to improve a method for measuring word segmentation online. Click sounds were added to the speech stream, both between words and within words. Stronger expectations for the next syllable within words as opposed to between words were expected to result in slower detection of clicks within words, revealing sensitivity to word boundaries. Unexpectedly, we did not find evidence for learning in multiple groups of adults and child participants. We discuss possible methodological factors that could have influenced our results.</p> 2021-10-26T00:00:00+02:00 Copyright (c) 2021 Iris Broedelet, Paul Boersma, Judith Rispens Prosody training benefits in perception vs. production skills in simultaneous interpreting: an experimental study 2021-05-12T13:46:30+02:00 Mahmood Yenkimaleki <p>The present study investigates the prosody training benefits for interpreter trainees in perception&nbsp;<em>vs.</em>&nbsp;production skills in simultaneous interpreting. Two groups of student interpreters were formed. Participants were assigned to groups at random. The control group received routine instruction in interpreting skills. The experimental group spent 20 minutes less time per session on the routine curriculum and instead re­ceived awareness training on prosodic features of English. The total instruction time was the same for the students in two groups, i.e., 15 hours. Students then took a posttest in interpretation skills. The results showed that the experimental group performed better than the control group in simultaneous interpretation performance. Moreover, the study revealed that prosody training enhances the students’ perception skills more than that of the production skills. These results have pedagogical implications for curriculum designers, interpreter training programs, and all who are involved in language study and pedagogy.</p> 2021-10-06T00:00:00+02:00 Copyright (c) 2021 Mahmood Yenkimaleki Hoe universeel zijn receptieve meertaligheidsstrategieën? 2021-04-21T11:23:54+02:00 Eva Knopp Sabin Jentges Chrissy Laurentzen Margot van Mulken <p>There are multiple ways in which language learners’ multilingual repertoire can be put to use in foreign language learning and teaching. One such use is receptive multilingualism (RM, cf. Blees &amp; Ten Thije 2017). Despite the fact that RM has been found to be an effective means of communication between adult speakers of typologically related languages, like Dutch and German (see Beerkens, 2010; Van Mulken &amp; Hendriks, 2015; Ribbert &amp; Ten Thije, 2007), there is hardly any research investigating its use and effectiveness in younger learners in school settings (Ten Thije, Gulikers &amp; Schoutsen, 2020). In this contribution, we present the results of a pilot study in which we investigate whether German secondary-school students make use of their multilingual repertoire by employing receptive multilingual strategies when decoding an unknown, but typologically related language (Dutch) and whether they can transfer these skills when decoding a less typologically related, unknown language (Maltese).</p> 2021-09-07T00:00:00+02:00 Copyright (c) 2021 Eva Knopp, Sabin Jentges, Chrissy Laurentzen, Margot van Mulken Learners’ Reflective Practice between the Repeated Performances of Tasks: Effects on Second Language Development 2021-03-17T10:50:24+01:00 Sima Khezrlou <p>This study attempted to explore the role of reflection in the accurate use of the English regular past tense structure using task repetition. Thirty-one learners were assigned into two conditions: task repetition only (TR) and task repetition with self-reflection (TR+SR). Both groups repeated an oral narrative task two times and then carried out a new task of the same type (i.e., another oral narrative task). However, only the TR+SR learners were engaged in self-reflection through responding to a questionnaire developed for the purpose of this study. Results revealed that learners’ reflection on their first task performance helped them notice the gap between their existing and target structure use as attested by their significantly high scores in the repeated tasks as well as the new task. The results therefore indicate the potential of reflective practice as an effective intervention strategy between repeated performances of the same task in terms of accuracy.</p> 2021-07-08T00:00:00+02:00 Copyright (c) 2021 Sima Khezrlou An exploratory study of predictors of vocabulary knowledge of Vietnames preschool-age children in a city 2021-04-04T21:11:33+02:00 Giang Thi Huong Hoang Kristof Baten Ludovic de Cuypere Tat Thang Hoang Miriam Taverniers <p>This study explores the effects of child-external and child-internal factors on vocabulary skills of Vietnamese pre-schoolers. Thirty-nine Vietnamese children (54-77 months) were tested on vocabulary and cognition skills. Their parents completed a questionnaire on background information. Correlation and regression analyses were performed to explore the contribution of multiple factors to the variability in vocabulary skills. Results showed that the effects of multiple factors varied across modality and domain. Productive vocabulary was individually sensitive to more factors than receptive vocabulary; and phonologically-based vocabulary was more sensitive than semantically-based vocabulary. The strongest predictor of receptive vocabulary, productive vocabulary, semantically-based vocabulary and phonologically-based vocabulary was child intelligence, child pre-schooling length, household income and child age, respectively. The findings seem to support the multidimensional views of language with evidence that different domains or modalities of vocabulary skills respond to the effects of multiple factors differently; and components of verbal ability should be examined separately.</p> 2021-06-21T00:00:00+02:00 Copyright (c) 2021 Giang T. H. Hoang, Kristof Baten, Ludovic de Cuypere, Thang T. Hoang, Miriam Taverniers An exploratory study on the aspects of vocabulary knowledge addressed in EAP textbooks 2021-02-06T12:04:20+01:00 Duy Van Vu Marije Michel <p>Vocabulary knowledge, which plays an important role in foreign or second language (L2) learning, involves a range of aspects such as form and meaning, grammatical functions, or word parts. Little research, however, has investigated how aspects of vocabulary knowledge are addressed in L2 textbooks. This study aims to fill that gap by examining the aspects of vocabulary knowledge that English for Academic Purposes (EAP) textbooks pay attention to. To that end, four EAP textbooks of upper-intermediate and advanced levels were investigated. A total of 873 vocabulary activities were identified and analysed based on Nation (2013) and Brown’s (2011) frameworks. Results show that grammatical functions, associations, and word parts receive the most attention in the EAP textbooks while written form, constraints on use, and spoken form receive the least attention. The findings also demonstrate variations among the EAP textbooks in their amounts of attention to different aspects of word knowledge.</p> 2021-04-30T00:00:00+02:00 Copyright (c) 2021 Duy Van Vu, Marije Michel