Hilde Kooiker-den Boer, T. Sanders, J. Evers-Vermeul
Outcomes from a body of research on reading education stress the importance of text structure instruction and the integration of reading instruction in content learning in primary schools. We conducted an analysis of Dutch textbooks and workbooks of the seven most frequently used science teaching programs developed for grades 3-6 in order to find out to what extent these materials are appropriate for text structure instruction. The results show that the materials do offer opportunities for text structure instruction but are not suitable for a step-by-step implementation and practice of knowledge and skills related to text structure. The textbooks offer too few clear organized single-structured texts and not all text structures are sufficiently represented. Also, the programs differ strongly in text length, text segmentation and use of introductions. Illustrations and assignments hardly connect to the text structure. We finish the paper with recommendations for educational publishers.
{"title":"Teaching text structure in science education","authors":"Hilde Kooiker-den Boer, T. Sanders, J. Evers-Vermeul","doi":"10.51751/dujal11325","DOIUrl":"https://doi.org/10.51751/dujal11325","url":null,"abstract":"Outcomes from a body of research on reading education stress the importance of text structure instruction and the integration of reading instruction in content learning in primary schools. We conducted an analysis of Dutch textbooks and workbooks of the seven most frequently used science teaching programs developed for grades 3-6 in order to find out to what extent these materials are appropriate for text structure instruction. The results show that the materials do offer opportunities for text structure instruction but are not suitable for a step-by-step implementation and practice of knowledge and skills related to text structure. The textbooks offer too few clear organized single-structured texts and not all text structures are sufficiently represented. Also, the programs differ strongly in text length, text segmentation and use of introductions. Illustrations and assignments hardly connect to the text structure. We finish the paper with recommendations for educational publishers.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43106153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Moira Van Puyvelde, Sarah Van Hoof, Chloé Lybaert, Koen Plevoets
This contribution investigates the attitudes of Flemish first language speakers towards Turkish-Flemish speakers of Dutch as a second language. We conducted a 2 x 2 x 2 speaker evaluation experiment measuring the effects of accent (native vs. Turkish), language variety (standard vs. colloquial) and name (Flemish vs. Turkish) on attitudes vis-à-vis male speakers of Belgian Dutch. Our findings provide no consistent evidence of a negative bias vis-à-vis Turkish names in Flanders. While this result could be attributed to a social desirability bias, consistent downgrading of the Turkish accent on Superiority provides an indication of the existence of an accent bias that penalises ethnic minority accents in competence-related judgements.
这篇文章调查了讲佛兰德第一语言的人对讲荷兰语作为第二语言的土耳其裔佛兰德人的态度。我们进行了一项2 x 2 x 2说话者评估实验，测量口音（母语与土耳其语）、语言多样性（标准语与口语）和名字（佛兰芒语与土耳其语）对比利时荷兰语男性说话者态度的影响。我们的研究结果没有提供一致的证据表明佛兰德斯对土耳其名字有负面偏见。虽然这一结果可能归因于社会可取性偏见，但土耳其口音在优越性上的一贯降级表明了口音偏见的存在，这种偏见会在与能力相关的判断中惩罚少数民族口音。
{"title":"Examining accent bias towards Turkish speakers of Dutch","authors":"Moira Van Puyvelde, Sarah Van Hoof, Chloé Lybaert, Koen Plevoets","doi":"10.51751/dujal12841","DOIUrl":"https://doi.org/10.51751/dujal12841","url":null,"abstract":"This contribution investigates the attitudes of Flemish first language speakers towards Turkish-Flemish speakers of Dutch as a second language. We conducted a 2 x 2 x 2 speaker evaluation experiment measuring the effects of accent (native vs. Turkish), language variety (standard vs. colloquial) and name (Flemish vs. Turkish) on attitudes vis-à-vis male speakers of Belgian Dutch. Our findings provide no consistent evidence of a negative bias vis-à-vis Turkish names in Flanders. While this result could be attributed to a social desirability bias, consistent downgrading of the Turkish accent on Superiority provides an indication of the existence of an accent bias that penalises ethnic minority accents in competence-related judgements.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49624528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores recent (1995-2018) discourses on ‘multilingualism’ in the Dutch- and French-medium written press in Belgium: how is the notion of ‘multilingualism’ thematised and evaluated and how does this reflect underlying historical, political and socio-economic sensitivities linked to the long-standing Belgian conflict? Based on a corpus of 1710 news articles and using Ruíz’ (1984) language orientations as heuristics for quantitative and qualitative analyses, the study aims to provide objectification and reflexivity over an emotional, versatile and multi-layered language-ideological debate. Similar to (inter)national tendencies indicated in previous studies, our results generally reveal attention for and a positive bias towards (prestigious) multilingualism, mainly linked to discourses of economic utility and plurality. Differences between the Dutch- and French-medium corpus, as well as recurring argumentative patterns in both corpora, however, can be traced back to ideological sensitivities of the Belgian conflict and point to the imperative historicity of Belgian language debates.
{"title":"Miss Belgium, Coca-Cola and Flemish carwashes","authors":"Ilias Vierendeels, Laurence Mettewie, Ulrike Vogl","doi":"10.51751/dujal10906","DOIUrl":"https://doi.org/10.51751/dujal10906","url":null,"abstract":"This article explores recent (1995-2018) discourses on ‘multilingualism’ in the Dutch- and French-medium written press in Belgium: how is the notion of ‘multilingualism’ thematised and evaluated and how does this reflect underlying historical, political and socio-economic sensitivities linked to the long-standing Belgian conflict? Based on a corpus of 1710 news articles and using Ruíz’ (1984) language orientations as heuristics for quantitative and qualitative analyses, the study aims to provide objectification and reflexivity over an emotional, versatile and multi-layered language-ideological debate. Similar to (inter)national tendencies indicated in previous studies, our results generally reveal attention for and a positive bias towards (prestigious) multilingualism, mainly linked to discourses of economic utility and plurality. Differences between the Dutch- and French-medium corpus, as well as recurring argumentative patterns in both corpora, however, can be traced back to ideological sensitivities of the Belgian conflict and point to the imperative historicity of Belgian language debates.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42476978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Voice elements are those elements of educational texts that authors use to interact with students, such as questions, evaluations, or direct address forms (“you”). These elements are intended to enhance students’ engagement and comprehension, but we know little about the extent to which they are used in present-day educational texts. Using a corpus of Dutch biology, geography, and history texts for grade 5 and grade 8 (N=1055), this study shows that voice elements are barely differentiated over grade levels. Conversely, voice elements are generally diversified over school subjects, as they are less frequent in history texts, which convey readily imaginable and relatable content, compared to biology and geography texts, which discuss less relatable content for which students need to exert more effort to connect it to their own world. This finding suggests that authors of educational texts have intuitions about the conditions under which voice elements are a desirable attribute.
{"title":"Addressing the student","authors":"N. Sangers, J. Evers-Vermeul, H. Hoeken","doi":"10.51751/dujal11105","DOIUrl":"https://doi.org/10.51751/dujal11105","url":null,"abstract":"Voice elements are those elements of educational texts that authors use to interact with students, such as questions, evaluations, or direct address forms (“you”). These elements are intended to enhance students’ engagement and comprehension, but we know little about the extent to which they are used in present-day educational texts. Using a corpus of Dutch biology, geography, and history texts for grade 5 and grade 8 (N=1055), this study shows that voice elements are barely differentiated over grade levels. Conversely, voice elements are generally diversified over school subjects, as they are less frequent in history texts, which convey readily imaginable and relatable content, compared to biology and geography texts, which discuss less relatable content for which students need to exert more effort to connect it to their own world. This finding suggests that authors of educational texts have intuitions about the conditions under which voice elements are a desirable attribute.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42106144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper discusses the state of affairs of dialect education in the southern Dutch province of North Brabant. The dialects spoken here lack formal recognition. Therefore, the province pursues a heritage policy that protects and promotes the dialects as cultural capital. However, a recent questionnaire among teachers and material developers has revealed that local and provincial initiatives for dialect education have not yet been implemented in a sustainable way in primary and secondary education (Doreleijers, 2021). Although teachers indicate willingness to implement dialect in education, there is a lack of knowledge of existing materials and a discrepancy between demand and the quality of supply. The aim of this paper is to look for ways to implement non-recognized dialects in the curriculum. It argues that the current situation in North Brabant can be improved by integrating dialects into the holistic model for multilingualism in education (Duarte & Günther-van der Meij, 2018).
本文讨论了荷兰南部北布拉班特省方言教育的现状。这里说的方言没有得到正式承认。因此，该省奉行保护和促进方言作为文化之都的遗产政策。然而，最近一份针对教师和材料开发人员的问卷调查显示，地方和省级方言教育举措尚未在中小学教育中以可持续的方式实施（Doreleijers，2021）。尽管教师表示愿意在教育中使用方言，但对现有材料缺乏了解，需求和供应质量之间存在差异。本文的目的是寻找在课程中实施非公认方言的方法。它认为，北布拉班特的现状可以通过将方言纳入多语教育的整体模式来改善（Duarte&Günther van der Meij，2018）。
{"title":"Better catch them young, but how?","authors":"Kristel Doreleijers","doi":"10.51751/dujal11407","DOIUrl":"https://doi.org/10.51751/dujal11407","url":null,"abstract":"This paper discusses the state of affairs of dialect education in the southern Dutch province of North Brabant. The dialects spoken here lack formal recognition. Therefore, the province pursues a heritage policy that protects and promotes the dialects as cultural capital. However, a recent questionnaire among teachers and material developers has revealed that local and provincial initiatives for dialect education have not yet been implemented in a sustainable way in primary and secondary education (Doreleijers, 2021). Although teachers indicate willingness to implement dialect in education, there is a lack of knowledge of existing materials and a discrepancy between demand and the quality of supply. The aim of this paper is to look for ways to implement non-recognized dialects in the curriculum. It argues that the current situation in North Brabant can be improved by integrating dialects into the holistic model for multilingualism in education (Duarte & Günther-van der Meij, 2018).","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47950896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the Netherlands, teaching programs for French as a foreign language in secondary school usually involve an explicit focus on grammar. This is partially motivated by early findings in SLA research, which showed that explicit instruction is more effective in foreign language acquisition (Norris, & Ortega, 2000; Spada, & Tomita, 2010) and is even considered essential to achieve accuracy in advanced writing (Gunnarsson, 2012). The aim of this classroom study is to test these claims as it compares a structure-based (SB) method to a Dynamic Usage-Based (DUB) method in developing writing mastery in a pre-university program for French. The results suggest that both programs are equally effective in achieving grammatical accuracy and obtaining general text scores, but a DUB program seems more effective in achieving lexical complexity and fluency.
{"title":"Structure-based Versus Dynamic Usage-based Instruction","authors":"W. Gombert, Merel Keijzer, Marjolijn H. Verspoor","doi":"10.51751/dujal10935","DOIUrl":"https://doi.org/10.51751/dujal10935","url":null,"abstract":"In the Netherlands, teaching programs for French as a foreign language in secondary school usually involve an explicit focus on grammar. This is partially motivated by early findings in SLA research, which showed that explicit instruction is more effective in foreign language acquisition (Norris, & Ortega, 2000; Spada, & Tomita, 2010) and is even considered essential to achieve accuracy in advanced writing (Gunnarsson, 2012). The aim of this classroom study is to test these claims as it compares a structure-based (SB) method to a Dynamic Usage-Based (DUB) method in developing writing mastery in a pre-university program for French. The results suggest that both programs are equally effective in achieving grammatical accuracy and obtaining general text scores, but a DUB program seems more effective in achieving lexical complexity and fluency.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43373149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present paper examines the correlation between adolescents’ gender and educational profile on the one hand and their knowledge of the Dutch verb spelling rules and spelling attitudes on the other hand. A two-part survey was conducted among 451 Flemish students from different educational tracks. We conducted this survey in order to complement our previous research in which we observed social patterns in adolescents’ verb spelling errors on social media (Surkyn et al., 2019, 2020, 2021). Our results reveal that girls and theoretically oriented students care most about correct verb spelling. Moreover, theoretically oriented students have a better knowledge of the verb spelling rules. This survey provides additional evidence for the interpretation of the social patterns in our corpus research on Dutch verb spelling errors.
本文研究了青少年的性别和教育状况与他们对荷兰语动词拼写规则和拼写态度的了解之间的相关性。对来自不同教育领域的451名佛兰德学生进行了一项分为两部分的调查。我们进行这项调查是为了补充我们之前的研究，在该研究中，我们观察了青少年在社交媒体上动词拼写错误的社会模式（Surkyn et al.，201920021）。我们的研究结果表明，女生和注重理论的学生最关心正确的动词拼写。此外，以理论为导向的学生对动词拼写规则有更好的了解。这项调查为我们对荷兰语动词拼写错误语料库研究中的社会模式的解释提供了额外的证据。
{"title":"Adolescents and Verb Spelling: The Impact of Gender and Educational Track on Rule Knowledge and Linguistic Attitudes","authors":"Hanne Surkyn, D. Sandra, R. Vandekerckhove","doi":"10.51751/dujal10932","DOIUrl":"https://doi.org/10.51751/dujal10932","url":null,"abstract":"The present paper examines the correlation between adolescents’ gender and educational profile on the one hand and their knowledge of the Dutch verb spelling rules and spelling attitudes on the other hand. A two-part survey was conducted among 451 Flemish students from different educational tracks. We conducted this survey in order to complement our previous research in which we observed social patterns in adolescents’ verb spelling errors on social media (Surkyn et al., 2019, 2020, 2021). Our results reveal that girls and theoretically oriented students care most about correct verb spelling. Moreover, theoretically oriented students have a better knowledge of the verb spelling rules. This survey provides additional evidence for the interpretation of the social patterns in our corpus research on Dutch verb spelling errors.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45427792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Schoenmakers, T. Redl, Sebastian Collin, Rozanne Versendaal, Peter de Swart, Helen de Hoop
The results of a self-paced reading experiment show that reading times in Dutch increase when there is a gender mismatch between the subject and a subsequent possessive pronoun, signaling an increase in processing difficulty. We hypothesized that Dutch learners of French incorrectly apply the rules of their L1 in their L2 and should therefore also show an increase in reading times in French upon encountering a possessive pronoun for which grammatical gender differs from the biological gender of the subject (the possessor). At the same time, we expected that they would have no or less difficulties in processing ungrammatical French sentences in which the biological gender of the subject/possessor matches the gender of the possessive pronoun. We did not find either of these effects in a second self-paced reading experiment. We assume that the Dutch learners of French parse the foreign language sentences in a shallow fashion.
{"title":"Processing mismatching gendered possessive pronouns in L1 Dutch and L2 French","authors":"G. Schoenmakers, T. Redl, Sebastian Collin, Rozanne Versendaal, Peter de Swart, Helen de Hoop","doi":"10.51751/dujal9948","DOIUrl":"https://doi.org/10.51751/dujal9948","url":null,"abstract":"The results of a self-paced reading experiment show that reading times in Dutch increase when there is a gender mismatch between the subject and a subsequent possessive pronoun, signaling an increase in processing difficulty. We hypothesized that Dutch learners of French incorrectly apply the rules of their L1 in their L2 and should therefore also show an increase in reading times in French upon encountering a possessive pronoun for which grammatical gender differs from the biological gender of the subject (the possessor). At the same time, we expected that they would have no or less difficulties in processing ungrammatical French sentences in which the biological gender of the subject/possessor matches the gender of the possessive pronoun. We did not find either of these effects in a second self-paced reading experiment. We assume that the Dutch learners of French parse the foreign language sentences in a shallow fashion.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44633854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The acoustic-phonetic characteristics of speech sounds are influenced by their linguistic position in the syllable or sentence. Because of acoustic-phonetic differences between different speech sounds, sounds vary in the amount of speaker information they contain. However, do spectral and durational differences between realizations of the same sound that were sampled from different linguistic positions also impact speaker information? We investigated speaker discrimination in [−focus] versus [+focus] word realizations. Twenty-one Dutch listeners participated in a same-different task, using stimuli varying in focus, vowel ([aː], [u]), and word context ([ɦ_k], [v_t]), spoken by 11 different speakers. Results showed that an effect of focus on speaker-dependent information was present, but limited to words containing [u]. Moreover, performance on [u] words was influenced by (interactions of) word context and trial type (same-vs. different-speaker). Context-dependent changes in a speech sound’s acoustics may affect its speaker-dependent information, albeit under specific conditions only.
{"title":"Speaker discrimination as a function of vowel realization: does focus affect perception?","authors":"W. Heeren, C. Voeten, T. Marks","doi":"10.51751/dujal9420","DOIUrl":"https://doi.org/10.51751/dujal9420","url":null,"abstract":"The acoustic-phonetic characteristics of speech sounds are influenced by their linguistic position in the syllable or sentence. Because of acoustic-phonetic differences between different speech sounds, sounds vary in the amount of speaker information they contain. However, do spectral and durational differences between realizations of the same sound that were sampled from different linguistic positions also impact speaker information? We investigated speaker discrimination in [−focus] versus [+focus] word realizations. Twenty-one Dutch listeners participated in a same-different task, using stimuli varying in focus, vowel ([aː], [u]), and word context ([ɦ_k], [v_t]), spoken by 11 different speakers. Results showed that an effect of focus on speaker-dependent information was present, but limited to words containing [u]. Moreover, performance on [u] words was influenced by (interactions of) word context and trial type (same-vs. different-speaker). Context-dependent changes in a speech sound’s acoustics may affect its speaker-dependent information, albeit under specific conditions only.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48064042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to assess Dutch listeners’ responses to native-accented Englishes compared with Dutch-accented English in terms of speech understandability and speech evaluations in three professional communication contexts. In a matched-guise experiment Dutch listeners (N=392) responded to a Dutch English, a standard British and American accent in terms of speech understandability (intelligibility, comprehensibility, interpretability) and speaker evaluations (status, affect, dynamism). Dutch listeners evaluated these accents in three communication contexts: Lecture, Audio Tour, Job Pitch. Only context affected speech understandability: comprehensibility and interpretability were higher for the Lecture compared to the Audio Tour and the Job Pitch. Accent only negatively affected status evaluations for Dutch-accented English. Context only evoked more affect in the Audio Tour and the Lecture than in the Job Pitch. Our main conclusion is that Dutch-accented English negatively impacts status, but not understanding, affect and dynamism. Context impacts understanding and affect.
{"title":"Dutch listeners’ responses to Dutch, British and American English accents in three contexts.","authors":"W. Nejjari, M. Gerritsen, R. van Hout, B. Planken","doi":"10.51751/dujal9365","DOIUrl":"https://doi.org/10.51751/dujal9365","url":null,"abstract":"The aim of this study was to assess Dutch listeners’ responses to native-accented Englishes compared with Dutch-accented English in terms of speech understandability and speech evaluations in three professional communication contexts. In a matched-guise experiment Dutch listeners (N=392) responded to a Dutch English, a standard British and American accent in terms of speech understandability (intelligibility, comprehensibility, interpretability) and speaker evaluations (status, affect, dynamism). Dutch listeners evaluated these accents in three communication contexts: Lecture, Audio Tour, Job Pitch. Only context affected speech understandability: comprehensibility and interpretability were higher for the Lecture compared to the Audio Tour and the Job Pitch. Accent only negatively affected status evaluations for Dutch-accented English. Context only evoked more affect in the Audio Tour and the Lecture than in the Job Pitch. Our main conclusion is that Dutch-accented English negatively impacts status, but not understanding, affect and dynamism. Context impacts understanding and affect.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41779356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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