Internal Communication

ACLC

Cognitive Approaches to Second Language Acquisition

The CASLA research group studies the acquisition and use of a second language with respect to the interplay between (1) the representation and processing of information in various linguistic domains, (2) relevant human attributes (such as proficiency in the first language, age, level of education, and working memory capacity), and (3) task constraints (e.g., in pedagogic tasks).

Group coordinator: Prof. dr. J.H. Hulstijn (j.h.hulstijn@uva.nl)
Website: Dr. S. J. Andringa (s.j.andringa@uva.nl)

On this page you will find:

Group announcements
Current projects
Past projects
a list of current group members

Announcements

CASLA research group meetings

The CASLA research group meets every week to discuss research and events in the field. The group welcomes anyone interested ...

CASLA research highlights 2011

An overview of research findings reported by members of CASLA in 2011

CASLA research highlights 2010

An overview of research findings reported by members of CASLA in 2010

CASLA Research Highlights 2009

An overview of research findings reported by members of CASLA in 2009

Projects

Accessibility of semantic networks in the mental lexicon of Dutch L1 and L2 children

The activation of word meaning in the mental lexicon is crucial for reading comprehension. This PhD project investigates the accessibility of semantic knowledge in Dutch L1 and L2 children, and whether this word knowledge is (automatically) available during reading, leading to better reading comprehension. Word association, semantic priming and reading tasks are used to define the relationship between word knowledge and reading skill. (Marjolein Cremer, Rob Schoonen, Jan Hulstijn)

Literacy-related attributes of at-risk students in grades 7-9

In this PhD project we investigate to what extent the development of reading and writing in Ducth of 20 native and 20 non-native at-risk students in grades 7-9 is associated with literacy-related attitudes and motivations and various types of linguistic knowledge, fluency of linguistic skills, metacognition, verbal memory capacity and non-verbal intelligence (Mirjam Trapman, Jan Hulstijn).

Studies in Listening Proficiency (Stilis)

The goal of this project is to explain individual differences in listening proficiency. This is done by assessing our participants' sentence processing skills and several related skills/capacities we hypothesize to be predictive of or related to discourse comprehension. Both first and second language learners of higher and lower education will be tested, as well as older and younger learners. (Sible Andringa, Catherine van Beuningen, Nomi Olsthoorn, Jan Hulstijn, Rob Schoonen)

The bilingual language development of the young Frisian child

The aim of this PhD-project is to investigate the bilingual language acquisition (Frisian/Dutch) of children attending a preschool in the bilingual province of Fryslân/Friesland, in the north of the Netherlands. Do both languages develop independently of each other or do children show cross-linguistic influence? The research will distinguish between children’s home language (Frisian or Dutch) and three different language contexts (mainly Frisian, mainly Dutch and bilingual) in which these children may grow up. (Jelske Dijkstra, Edwin Klinkenberg (Fryske Akademy), Folkert Kuiken)

The Construct of Functional Adequacy in L2 (COFA)

The purpose of this study is to investigate the construct of functional adequacy as a component of second-language proficiency. It does so by setting up a model and identifying measures for assessing functional adequacy in L2. L1 data will be taken as a baseline. Possible candidates for measures of functional adequacy will first be selected on the basis of a literature review. These measures will then be applied to the CALC corpus, containing a collection of argumentative essays in three different languages (Dutch, Italian, Spanish) written by 139 L2 and L1 writers. The outcomes of the analysis will result in the development of a multi-faceted model of functional adequacy and its related measures. The findings of the study are expected to be of great relevance to theories of second-language proficiency, but also to L2 proficiency assessment and second language pedagogy. (Folkert Kuiken, Ineke Vedder)

The Effect of Technology on Task-Based Interaction: Negotiation of Meaning in Synchronous Computer-Mediated Communication

This study examines negotiation of meaning during interaction in the second language (L2)-classroom via two forms of synchronous computer-mediated communication (SCMC): videoconferencing and instant chat-messaging (chat). It investigates which of these two real-time digital communication tools is most effective in task-based second language acquisition (SLA) at an academic level. The main reason for this research project is that, even though the 21st-century networked society is entering the language classroom and educators (including those at University of Amsterdam) are urged to include digital communication in (academic) language acquisition curricula, research into the efficacy of communication through different digital tools within a task-based L2-learning environment is still underdeveloped and, at best, inconclusive. (Roos van der Zwaard, Folkert Kuiken)

What is Speaking Proficiency (WiSP)

The goal of research-project WiSP (What is Speaking Proficiency) is to investigate the componential structure of second-language speaking proficiency. In three studies, we will gauge the relative weights of different components that determine the speaking proficiency of adult speakers of Dutch as a second language.

Past projects

Comparing linguistic landscapes

The linguistic landscape consists of the languages used on signs in public space placed by government agencies and by private individuals such as shop owners. In the Netherlands many different languages are spoken, including the official state language Dutch as well as immigrant minority languages and the regional minority language Frisian. To find out to what extent this multilingualism is reflected on signs in public space, this PhD project examines linguistic landscapes in eight shopping areas in Amsterdam and Friesland. (Loulou Edelman, Durk Gorter, Umberto Ansaldo)

The development and co-construction of academic language proficiency in 3-6 year old Dutch children

My PhD project is part of a collaboration between the Universities of Utrecht, Tilburg and Amsterdam called the DASH-Project (Development of Academic language in School and at Home). In this longitudinal project the development of academic language in Dutch children, Turkish-Dutch children and Morroccan Berber-Dutch children is the main topic of research. In a usage-based approach, we examine how parents co-construct academic language skills while they interact with their child. Furthermore, we take into account teacher-child conversations in the classroom. (Lotte Henrichs, Rob Schoonen, Folkert Kuiken)

The effect of direct and indirect corrective feedback on L2 students' writing

This PhD project investigates the effect of direct and indirect corrective feedback on the accuracy and complexity of L2 writing. The role of educational level and language proficiency on feedback uptake are also explored. The study is conducted at Dutch multilingual schools that adopt a language sensitive approach to content teaching. (Catherine van Beuningen, Nivja de Jong, Folkert Kuiken)

People

Andringa, Sible

Senior staff/Postdoc, Lecturer (Dutch linguistics)

Van Beuningen, Catherine

Postdoc / Lecturer, Dutch linguistics

Cremer, Marjolein

PhD Student, English language and culture

Duijm, Klaartje

External PhD Student, Linguistics

Florijn, Arjen

Senior member, Linguistics

Hulstijn, Jan

Professor, Linguistics

Kuiken, Folkert

Professor by special appointment (Amsterdam City Council), Dutch linguistics

Van der Linden, Elisabeth

Associate member (former staff), Linguistics

Olsthoorn, Nomi

Associate member (affiliated staff), Linguistics

Schoonen, Rob

Senior member, Linguistics

Steinel, Margarita

PhD Student, Linguistics

Trapman, Mirjam

PhD Student, Linguistics

Ineke Vedder

Second Language Acquisition, Italian Linguistics