Het Effect van Het Gebruik van Engels OP Websites Voor Nederlandse Jongeren

2005 ◽  
Vol 74 ◽  
pp. 81-92 ◽  
Author(s):  
Linda Dasselaar ◽  
Frank van Meurs ◽  
Rob le Pair ◽  
Hubert Korzilius
Keyword(s):  
Secondary School ◽  
Native Speakers ◽  
Negative Impact ◽  
The Other ◽  
Intention To Use ◽  
English Version ◽  
Dutch Version ◽  
Native Speakers Of English ◽  
Better Than ◽  
Secondary School Pupils

The use of English in advertising aimed at non-native speakers of English is claimed to enhance image and text evaluation and to have no negative impact on comprehension. We tested these claims using promotional websites aimed at Dutch youngsters. Dutch secondary school pupils evaluated a completely English and a partly English homepage and completely Dutch versions of these homepages. Each participant evaluated a version with English of one homepage and a completely Dutch version of the other homepage. No significant differences were found between the Dutch and English versions of the homepages regarding image of the product advertised, evaluation of the website, and intention to use the product. The Dutch version either scored better than the English version on text evaluation, or the differences between the versions were not significant. Respondents were better at describing the meaning of Dutch terms than of their English equivalents.

Deferring to the Other

2021 ◽  
pp. 126-148
Author(s):  
Joseph Sung-Yul Park
Keyword(s):  
Multinational Corporations ◽  
Language Ideologies ◽  
Native Speakers ◽  
The Other ◽  
Language And Identity ◽  
Self Development ◽  
Native Speakers Of English ◽  
Linguistic Insecurity

This chapter discusses how the notion of linguistic insecurity can illuminate the processes by which essentialist conceptions of language and identity—in particular, the persistent colonial ideology of nativeness—contribute to the hegemonic status of English in neoliberalism. This chapter conceptualizes linguistic insecurity in terms of tensions that speakers experience between conflicting language ideologies. Focusing on the case of Korean mid-level managers working in non-Korean multinational corporations abroad, the chapter argues that the notion of linguistic insecurity allows us to explore how conflicting ideologies about English in neoliberalism—one in which English is valorized as a commodifiable resource available to anyone through projects of self-development, and one in which who counts as a legitimate speaker of English is defined in ethnonational terms—can jointly create a sense of insecurity in those who are traditionally considered non-native speakers of English, and rationalize the inequalities they are subjected to in neoliberalism.

How native and non-native English speakers adapt to humor in intercultural interaction

2007 ◽  
Vol 20 (1) ◽  
Author(s):  
Nancy D Bell
Keyword(s):  
Second Language ◽  
Intercultural Communication ◽  
Native Speakers ◽  
Native English Speakers ◽  
The Other ◽  
English Speakers ◽  
Intercultural Interaction ◽  
Second Language Speakers ◽  
Negative Message ◽  
Native Speakers Of English

AbstractHumor can often carry an implicit negative message and thus be potentially dangerous to use. In addition, it is culturally and linguistically complex and sophisticated. Because of these things, it poses a challenge for L2 (second language) speakers and we might expect to see attempts at humor failing and causing offense in intercultural interaction. This paper reports on a study that examined humor in interaction between native and non-native speakers of English and found that humor did not seem to be a cause of conflict because of adjustments speakers made to their speech and their situated interpretations of meaning. In general, taboo topics and potentially dangerous forms of humor were avoided and humor was carefully contextualized. Native speakers reported being careful about the vocabulary they used in creating humor and both sides appeared to approach humor in intercultural communication prepared to accommodate the other and with an attitude of leniency.

scholarly journals Phrase frequency, proficiency and grammaticality interact in non-native processing: Implications for theories of SLA

2016 ◽  
Vol 33 (1) ◽  
pp. 91-118 ◽  
Author(s):  
Kailen Shantz
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
The Other ◽  
Rule Based ◽  
Grammatical Development ◽  
Developmental Shift ◽  
Reading Experiment ◽  
Native Speakers Of English ◽  
Linguistic Input

This study reports on a self-paced reading experiment in which native and non-native speakers of English read sentences designed to evaluate the predictions of usage-based and rule-based approaches to second language acquisition (SLA). Critical stimuli were four-word sequences embedded into sentences in which phrase frequency and grammaticality were crossed in order to examine whether grammatical processing is modulated by phrase frequency. The magnitude of grammaticality effects for native speakers did not differ by phrase frequency, indicating that phrase frequency does not modulate native grammatical processing. Phrase frequency did, however, modulate the magnitude of non-native grammaticality effects. This modulating effect of phrase frequency on grammatical processing for non-native speakers depended on proficiency, showing a u-shaped change in the size of grammaticality effects relative to speaker proficiency. The overall pattern of change in grammaticality effects suggests a gradual developmental shift in grammatical processing from an initial reliance on phrase frequency to an eventual abstraction of generalizable rules from the linguistic input once sufficient experience has accumulated. Results suggest that second language (L2) grammatical development relies on a combination of both usage-based and rule-based knowledge and processing, rather than exclusive reliance on one or the other.

scholarly journals Measuring the vocabulary size of native speakers of English in New Zealand secondary schools

2020 ◽  
Author(s):  
Averil Coxhead ◽  
Paul Nation ◽  
D Sim
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Secondary Schools ◽  
Native Speakers ◽  
General Purpose ◽  
Vocabulary Size ◽  
Subject Specific ◽  
Native Speakers Of English ◽  
Research In Education ◽  
Size Estimates

© 2015 New Zealand Association for Research in Education. The primary aim of this study was to examine the vocabulary size of native speakers of English in New Zealand secondary schools. Two equivalent forms of the 20,000 version of the vocabulary size test were used in this study. Two hundred and twenty-seven 13-18-year-old native speakers of English at secondary school took an individually administered version of the test. The data from this study fits with the vocabulary size estimates for younger native speakers of Biemiller and Slonim (J Educ Psychol 93:498-520, 2001). The results suggest that most native speakers at secondary school have enough general purpose vocabulary to cope with their reading at school, and any deliberate attention to vocabulary should focus on subject-specific vocabulary.

scholarly journals Measuring the vocabulary size of native speakers of English in New Zealand secondary schools

2020 ◽  
Author(s):  
Averil Coxhead ◽  
Paul Nation ◽  
D Sim
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Secondary Schools ◽  
Native Speakers ◽  
General Purpose ◽  
Vocabulary Size ◽  
Subject Specific ◽  
Native Speakers Of English ◽  
Research In Education ◽  
Size Estimates

© 2015 New Zealand Association for Research in Education. The primary aim of this study was to examine the vocabulary size of native speakers of English in New Zealand secondary schools. Two equivalent forms of the 20,000 version of the vocabulary size test were used in this study. Two hundred and twenty-seven 13-18-year-old native speakers of English at secondary school took an individually administered version of the test. The data from this study fits with the vocabulary size estimates for younger native speakers of Biemiller and Slonim (J Educ Psychol 93:498-520, 2001). The results suggest that most native speakers at secondary school have enough general purpose vocabulary to cope with their reading at school, and any deliberate attention to vocabulary should focus on subject-specific vocabulary.

Bangladeshi EFL Learners’ English Connectors: Overused or Underused?

2016 ◽  
Vol 6 (7) ◽  
pp. 1357 ◽  
Author(s):  
Syed Md Golam Faruk ◽  
Pulak Barua
Keyword(s):  
Native Speakers ◽  
Secondary Data ◽  
The Other ◽  
Final Exam ◽  
Efl Learners ◽  
English Writing ◽  
English Only ◽  
Native Speakers Of English ◽  
Similarities And Differences ◽  
The One

The paper investigates the answer scripts of an “English Writing” exam of 72 students in a Bangladeshi university in order to find out the nature and extent of the use of connectors in their second semester-final exam. It also tries to find out similarities and differences between the connector use of Bangladeshi non-native speakers (BNNS) and that of French, Japanese, Swedish, and Chinese non-native speakers on the one hand and between the connector use of BNNS and that of the native speakers of English (only British and American) on the other. To this end, the secondary data for other non-native and native speakers (NS) of almost the same age and level were collected from some published articles. The paper finds that in comparison to NS, BNNS, like most other non-native speakers, underuse most of the connectors.

Orthographic Input and the Acquisition of German Final Devoicing by Native Speakers of English

2017 ◽  
Vol 61 (4) ◽  
pp. 547-564 ◽  
Author(s):  
Rachel Hayes-Harb ◽  
Kelsey Brown ◽  
Bruce L. Smith
Keyword(s):  
Second Language ◽  
Beneficial Effect ◽  
Native Speakers ◽  
Negative Impact ◽  
Native English Speakers ◽  
Separate Experiment ◽  
English Speakers ◽  
Phonological Development ◽  
Native Speakers Of English

We present an artificial lexicon study designed to test the hypothesis that native English speakers experience interference from written input when acquiring surface voicing in German words. Native English speakers were exposed to German-like words (e.g., /ʃtɑit/ and /ʃtɑid/, both pronounced [ʃtɑit]) along with pictured meanings, and in some cases, their written forms (e.g., <Steit> and <Steid>). At test, participants whose input included the written forms were more likely to produce final voiced obstruents when naming the pictures, indicating that access to the written forms in the input interfered with their acquisition of target-like surface forms. In a separate experiment, we attempted to moderate this negative impact of the written input by explicitly telling participants about the misleading nature of the words’ written forms, with no beneficial effect on their pronunciation accuracy. Together these findings indicate a powerful influence of orthographic input on second language lexical–phonological development that is not readily overcome by a simple intervention.

A naturalness bias in learning stress

Phonology ◽  
2010 ◽  
Vol 27 (3) ◽  
pp. 345-392 ◽  
Author(s):  
Angela C. Carpenter
Keyword(s):  
Native Speakers ◽  
Natural Process ◽  
Phonological Processes ◽  
Artificial Languages ◽  
Native Speakers Of English ◽  
Phonetic Cues ◽  
Stress Patterns ◽  
Natural Pattern ◽  
Better Than ◽  
Learning Stress

Recent research on the acquisition of natural vs. unnatural phonological processes provides some support for the idea that learning a natural process is easier than learning an unnatural one (Wilson 2003, 2006, Pycha et al.2003, Pater & Tessier 2005). This study extends those findings by comparing the acquisition of two stress patterns that are identical except in naturalness. Learners were native speakers of English, a language with variable stress, and French, a fixed stress language. Both English and French speakers learned the natural pattern significantly better than the unnatural. The artificial languages specifically neutralised the phonetic cues that might have given a perceptual advantage to the natural language. The findings suggest that a naturalness bias aids in the distinguishing and learning of a phonological pattern. To explain the results, I argue for an interaction between a general and a language-specific cognitive mechanism.

scholarly journals A Comparative Analysis of Reporting Verbs in Research Papers authored by Pakistani and Native Writers

2020 ◽  
Vol V (I) ◽  
pp. 57-66
Author(s):  
Tayyabba Yasmin ◽  
Intzar Hussain Butt ◽  
Muhammad Naeem Sarwar
Keyword(s):  
Comparative Analysis ◽  
Academic Writing ◽  
Native Speakers ◽  
The Other ◽  
Research Articles ◽  
Research Papers ◽  
Fundamental Component ◽  
Native Speakers Of English ◽  
Selection Of

Decorous exploitation of reporting verbs is a fundamental component of academic writing. It facilitates in constructing authors’ assertions as well as situating those assertions with the previously published literature in the field (Bloch, 2010). This study has been carried out to examine the phenomena of reporting verbs in the research articles of Education and English written by Pakistani and native speakers of English. A corpus-based approach has been adopted in this study. The corpus of the study comprises of 152 research articles, authored by native and Pakistani researchers in the fields of Education and English. The findings of the study exhibited dissimilarities in the ways the authors accredit the other sources in their work and demonstrate the reported statements in Pakistani and native corpora. This study will assist the research scholars to enhance their awareness regarding an appropriate selection of reporting verbs in their academic writings.

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