Dutch Journal of Applied Linguistics https://openjournals.nl/dujal <p><img style="margin: 0px 40px 0 0;" src="https://openjournals.nl/public/site/images/admin/beeld-def-helder-copyright-2.jpg" 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> Anéla en-US Dutch Journal of Applied Linguistics 2211-7253 An exploratory study on the aspects of vocabulary knowledge addressed in EAP textbooks https://openjournals.nl/dujal/article/view/9345 <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> Duy Van Vu Marije Michel Copyright (c) 2021 Duy Van Vu, Marije Michel https://creativecommons.org/licenses/by/4.0 2021-04-30 2021-04-30 10 10.51751/dujal9345 An exploratory study of predictors of vocabulary knowledge of Vietnames preschool-age children in a city https://openjournals.nl/dujal/article/view/9538 <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> Giang Thi Huong Hoang Kristof Baten Ludovic de Cuypere Tat Thang Hoang Miriam Taverniers Copyright (c) 2021 Giang T. H. Hoang, Kristof Baten, Ludovic de Cuypere, Thang T. Hoang, Miriam Taverniers https://creativecommons.org/licenses/by/4.0 2021-06-21 2021-06-21 10 10.51751/dujal9538 Learners’ Reflective Practice between the Repeated Performances of Tasks: Effects on Second Language Development https://openjournals.nl/dujal/article/view/9458 <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> Sima Khezrlou Copyright (c) 2021 Sima Khezrlou https://creativecommons.org/licenses/by/4.0 2021-07-08 2021-07-08 10 10.51751/dujal9458