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> en-US S.J.Andringa@uva.nl (Sible Andringa) info@openjournals.nl (Editorial Support) Thu, 01 Apr 2021 00:00:00 +0200 OJS http://blogs.law.harvard.edu/tech/rss 60 Prosody training benefits in perception vs. production skills in simultaneous interpreting: an experimental study https://openjournals.nl/dujal/article/view/9888 <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> Mahmood Yenkimaleki Copyright (c) 2021 Mahmood Yenkimaleki https://creativecommons.org/licenses/by/4.0 https://openjournals.nl/dujal/article/view/9888 Wed, 06 Oct 2021 00:00:00 +0200 Hoe universeel zijn receptieve meertaligheidsstrategieën? https://openjournals.nl/dujal/article/view/9705 <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> Eva Knopp, Sabin Jentges, Chrissy Laurentzen, Margot van Mulken Copyright (c) 2021 Eva Knopp, Sabin Jentges, Chrissy Laurentzen, Margot van Mulken https://creativecommons.org/licenses/by/4.0 https://openjournals.nl/dujal/article/view/9705 Tue, 07 Sep 2021 00:00:00 +0200 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 https://openjournals.nl/dujal/article/view/9458 Thu, 08 Jul 2021 00:00:00 +0200 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 T. H. Hoang, Kristof Baten, Ludovic de Cuypere, Thang T. 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 https://openjournals.nl/dujal/article/view/9538 Mon, 21 Jun 2021 00:00:00 +0200 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 https://openjournals.nl/dujal/article/view/9345 Fri, 30 Apr 2021 00:00:00 +0200