This thesis is a historical and comparative linguistic research on Norwegian stress assignment. It discusses the history of Germanic stress assignment and compares the development of Norwegian...Show moreThis thesis is a historical and comparative linguistic research on Norwegian stress assignment. It discusses the history of Germanic stress assignment and compares the development of Norwegian stress assignment to that of English stress assignment to establish the current state of Norwegian stress assignment as well as discuss the possible future for Norwegian stress assignment.Show less
This study analyzes the swearing practices of men and women using the reality television gameshow Wie is de Mol? ‘Who is the Mole?’ (WIDM) as a corpus for natural spoken language. The aim of the...Show moreThis study analyzes the swearing practices of men and women using the reality television gameshow Wie is de Mol? ‘Who is the Mole?’ (WIDM) as a corpus for natural spoken language. The aim of the study was to determine whether (1) there was a difference in the swearing practices of the male and female candidates, (2) if the situational context has an effect on these swearing practices, and (3) if these swearing practices have changed over the past decade (from 2011 to 2021). Additionally, this study hopes to contribute to the complex postmodern identity theory. The uttered swearwords during the WIDM episodes were then categorized according to gender, several characteristics of the swearword, and the situational context in which the swearword occurred. The results indicate that there is no significant difference in the overall swearing practices of the male and female candidates and that these practices have not changed over the past decade. However, an effect was found that the swearing rate increases in emotionally charged situations. Furthermore, four candidates’ swearing practices were individually analyzed and indicated that (1) the swearing practices were idiosyncratic, and (2) the fact that they swore more than the average candidate can be linked to their social identity.Show less
This thesis examines the origin of cross-linguistic influence on the realization of the voice onset time of English L3 stop consonants produced by simultaneous bilingual speakers who speak at least...Show moreThis thesis examines the origin of cross-linguistic influence on the realization of the voice onset time of English L3 stop consonants produced by simultaneous bilingual speakers who speak at least one non-European Indo-European language. The participants were asked to read a list of words with stop consonants in word-initial, word-medial, and word-final positions. By comparing the values of the voice onset time realized by the three participants with the voice onset time values of their two first languages, a conclusion was drawn about the origin of the cross-linguistic influence. This thesis concludes that both of a simultaneous bilingual speaker’s first languages are a combined source of cross-linguistic influence and that this influence is determined by the perceived typology of the language and the feature that is being affected.Show less
Models of third language acquisition (TLA) make several claims as to what is most important for transfer, e.g. language status, order of acquisition or typological proximity. Five models are...Show moreModels of third language acquisition (TLA) make several claims as to what is most important for transfer, e.g. language status, order of acquisition or typological proximity. Five models are discussed with a focus on what they propose for the acquisition of syntax and phonology. Models such as the Cumulative Enhancement Model (CEM) and the Typological Proximity Model (TPM) propose that L1 and L2 can influence TLA of syntax. The L2 status factor proposes that L2 will override typological proximity, as native and foreign languages are stored in different memories. This would make it easier to access L2 during TLA. Typological proximity and L2 can also impact the acquisition of phonology, although syntax and phonology are acquired in different ways. Syntax is easier to acquire for older learners, as the age of acquisition plays a more prominent role in phonological acquisition. Transfer is also more obvious in phonological acquisition, in which an L2-sounding accent is often found when L2 proficiency is high. Once L3 becomes more proficient, an L1-sounding accent becomes more prominent. Such results are not found in the acquisition of syntax, in which L1 transfer is found in fewer cases. When L1 transfer is found in syntactic studies, it is often attributed to other factors such as language similarity. The models disagree about what factor is most important but acknowledge that the factors all have some influence on TLA, and because of this consideration, they are not necessarily contradictive. Future studies should keep in mind that TLA is an overly complex process in which one factor cannot explain all results and that factors are often entwined. This would allow more consideration for the idea that while one factor might be more prominent in certain circumstances, it may not always be this certain factor that is the main cause of transfer.Show less
In this thesis, I will examine the claim made by Platform OnsOnderwijs 2032 that it is beneficial to Dutch L2 speakers of English to receive early EFL education. First, I review Critical Period...Show moreIn this thesis, I will examine the claim made by Platform OnsOnderwijs 2032 that it is beneficial to Dutch L2 speakers of English to receive early EFL education. First, I review Critical Period Hypothesis and Sensitive periods. Second, I review Universal Grammar (UG) and Usage-Based Linguistics (UBL) as models for L1 acquisition. Third, I review both UG and UBL as models for L2 acquisition, and examine possible risks of early L2 education. Fourth, I examine the optimal and practical situation for EFL education in the Netherlands, and I argue against EFL education as proposed by Platform OnsOnderwijs 2032.Show less
