I investigate sentence production patterns (do you prefer "My grandma's jacket is yellow" or "The jacket of my grandma is yellow"?) in order to determine which memory representations, procedures and memory systems are involved in the production and comprehension of language. I'm interested in sentence production by experienced bi-/multilinguals, but also by speakers who have not fully mastered a language. How do we learn constructions in a new language? How do we handle sentence structures that are very similar across languages (the mouse is being chased by the cat - de muis wordt achternagezeten door de kat)? Do representations of our native language interfere with sentence production in a second language? And the other way around? The role of implicit and explicit memory processes is sentence production is a common thread trough all of these research questions. Recently, I started investigating language production at a higher level as well: the production of academic texts. I will try out different kinds of feedback to improve students' writing quality and focus on the differences and similarities between writing in a first/second/foreign language. I use sentence production experiments with ad withou syntactic priming, sentence comprehension studies, language learning studies using a miniature-language-paradigm, and writing research using keystrokelogging.
AbstractNowadays, writers rarely ever write from scratch. They integrate information from multiple online sources (e.g., reports, articles, blogs, tweets) into a new text that is coherent and relevant. Source-based writing is a complex mental process: writers must compare, contrast and evaluate sources, plan the text, select the relevant information from the sources and add new data, and write the text. The academic research into source-based writing is limited, yet in full development due to its growing professional importance. The existing research is focused primarily on the writing product and writing in the L1 (i.e., dominant language). This research project aims to create a theoretical model that describes source-based writing in the L1 (Dutch), L2 (English) and FL (French, Spanish). We will explore (1) how writers consult digital sources during the writing process, (2) how they integrate input (e.g., content, structure and wording) from those sources in their writing product, and (3) how these processes relate to the quality of the writing product and the writer's working memory and linguistic proficiency. We will do so by: (1) analysing keystroke logging data of about 600 texts written by master's students in Multilingual Professional Communication; (2) analyzing the students' writing products and processes by various plagiarism and linguistic annotation tools; (3) investigating the effect of process feedback on source-based writing via peer-based examples (modelling) in an experimental study.
- Promotor: Leijten Mariëlle
- Co-promotor: Bernolet Sarah
- Co-promotor: Vangehuchten Lieve
- Fellow: Chau Luan
AbstractIn current days of mass migration, many people learn a brand new language at a later age. This is not easy: Languages have both similarities and differences in the sentence structures with which they express particular meanings. For instance, the Dutch and French active sentences are similar in both languages (Le chat chasse la souris - De kat jaagt op de muis [The cat cases the mouse]), but Dutch has three different forms for the full passive sentence, whereas French has only one (La souris est chassée par le chat). How do learners deal with this? Previous research suggests that bilinguals share information about sentence structure across their languages, whenever these structures are similar enough. We proposed a developmental model for second language syntax in which learners go through 5 consecutive learning stages before they share syntax between languages. The goal of this project is to test and refine that theory. We will investigate the syntactic representations in different speakers of Dutch: 1) Flemish students with Dutch as their only native language; 2) Arabic-Dutch simultaneous bilinguals; 3) Walloon students who learned Dutch at the age of 10; 4) first generation immigrants learning Dutch as second Indo-European language. This will provide valuable information on the learning trajectory for Dutch syntax (with its possible problems) and on the influence of native language syntax on the development and the final representation of Dutch syntax. -
- Promotor: Bernolet Sarah