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| Autor/in | Issidorides, Diana C. |
|---|---|
| Titel | Comprehensie van Vreemdtalige Input: Een Psycholinguistische Benadering (Acquisition of Dutch as a Second Language: A Psycholinguistic Approach). |
| Quelle | In: Toegepaste taalwetenschap in artikelen, 30 (1988) 1, S.21-30 (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | niederländisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0169-7420 |
| Schlagwörter | Dutch; Language Research; Linguistic Theory; Listening Comprehension; Morphology (Languages); Pragmatics; Psycholinguistics; Second Language Learning; Semantics; Syntax; Uncommonly Taught Languages |
| Abstract | Within a psycholinguistic approach to second language learning, an attempt is made to investigate the question of how morphology, syntax, semantics, and pragmatics affect the comprehension of Dutch sentences by nonnative learners of that language. When talking to nonnative language-learners, native speakers often tend to deliberately modify their speech in an attempt to make the target language more comprehensible. Omitting semantically redundant function words and copulas, or deliberately modifying the word order in a sentence, are but a few characteristics of such simplifications. In trying to determine whether, and what kinds of linguistic simplifications promote comprehension, an important theoretical issues arises, namely the relationship between linguistics and cognitive simplification. Research results from two experiments on morphological simplification--an artificial and a natural one (Dutch)--are discussed. They suggest that the presence of semantically redundant function words is not experienced as bothersome "noise" in the successful inference of the meaning of unfamiliar utterances, as long as suprasegmental cues are present. Research on syntactic simplifications is also discussed. The aim of the research was to examine the role and effect of syntactic and semantic cues on sentence interpretation. The performance of Dutch control subjects on a Dutch sentence interpretation task is presented, and hypotheses are put forward as to the locus and cause of eventual performance differences in a nonnative subject population (English learners of Dutch). Some relevant theoretical implications are mentioned. (Author/MSE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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