This thesis examines to what extent the long midvowels [eː], [oː], and [øː] are diphthongised in L1 Dutch and whether phonetic transfer of these diphthongisation patterns from L1 Dutch to L2 German...Show moreThis thesis examines to what extent the long midvowels [eː], [oː], and [øː] are diphthongised in L1 Dutch and whether phonetic transfer of these diphthongisation patterns from L1 Dutch to L2 German occurs. In order to collect data to answer the research questions, two recorded scripts, one in L1 Dutch and one in L2 German, from 29 participants between 18 and 25 years old are analysed. The script involves 15 words, five per phoneme, in both languages. These phonemes are measured for their vowel duration and the corresponding formant values for F1 and F2 at 25% and 75% of the vowel duration. In doing so, figures are constructed signifying a line of diphthongisation for each phoneme. Additionally, the data are analysed per word and per participant, and are compared to the average results of all participants together. The results suggest that the phonemes [eː], [oː], and [øː] are diphthongised in L1 Dutch and that phonetic transfer occurs as predicted by Flege’s (1988, 1990, 1991, 2007) Speech Learning Model.Show less
Regional Dialect Levelling is a common development in a number of languages whereby supra-local forms are diffused over regionally marked forms (Auer, 1998; Kerswill, 2002; 2003; Kerswill &...Show moreRegional Dialect Levelling is a common development in a number of languages whereby supra-local forms are diffused over regionally marked forms (Auer, 1998; Kerswill, 2002; 2003; Kerswill & Williams, 2002). Basque sociolinguists (Unamuno & Aurrekoetxea, 2013; Zuazo, 1998) have also observed levelling patterns in the language, arguably under the influence of the standard. According to Aurrekoetxea (2006, p. 147), one of the features that seems to be undergoing change towards supra-localisation is the cross-dialectally widespread Low Vowel Assimilation (LVA); however, this phenomenon has received little sociolinguistic attention. Therefore, this study aims to gauge the depth of variation of LVA in the Western Basque town of Lezama in order to determine whether claims of levelling can be substantiated. Through an apparent-time study of two generations of Lezamans, the results reported here do not fully support a levelling interpretation of the feature. Gender-specific patterns of use emerge that corroborate observations that “women deviate less than men from linguistic norms when the deviations are overtly proscribed, but more than men when the deviations are not proscribed” (Labov, 2001, p. 367). Furthermore, consistent with recent studies (Elordieta & Romera, in press; Urtzelai Vicente, 2018), attitudes towards the ingroup are established as a determinant of the language trends in Lezama.Show less
This Perceptual Dialectology study of three dialects spoken in the South of Noord-Brabant in the Netherlands (Roosendaals, Oudenbosch, and Ruchpens) explored to what degree people from these towns...Show moreThis Perceptual Dialectology study of three dialects spoken in the South of Noord-Brabant in the Netherlands (Roosendaals, Oudenbosch, and Ruchpens) explored to what degree people from these towns are aware of the dialect features that make up their dialect, what these dialect features are and if these people are aware of the differences and similarities between their own dialect and that of the other two towns. The participants were thirty dialect speakers who are born, raised and still residential in one of the three studied towns. Interviews were held with these participants in which they were asked about their views on and knowledge about their own dialect and that of the two other towns. From these interviews it has become clear that, although Roosendaals, Oudenbosch and Rucphens have similarities, they do differ from each other on a lexical and a phonetic level. Most importantly, the results suggest that one’s level of sociophonetic awareness of their dialect relates to what degree they are capable of speaking Standard Dutch.Show less
Computer-Mediated-Communication is bereft of any intonation markers usually found in face-to-face conversations. As a result, how a sender meant to send out a message versus how their addressee...Show moreComputer-Mediated-Communication is bereft of any intonation markers usually found in face-to-face conversations. As a result, how a sender meant to send out a message versus how their addressee reads it sometimes differ. This can lead to uncooperative and confusing online communication. This paper set out to examine if (and what) effects different punctuation types have on the interpretation of meaning in WhatsApp communication, and whether one’s age or native language influences the perception of these markers. The punctuation types were the exclamation mark, ellipsis, periods, and no punctuation. Unlike previous studies conducted on this topic which focussed only on students, this study was conducted among 123 respondents from a wide variety of ages and countries. Through an online survey, participants were asked for their opinions and thoughts to different types of punctuation used in recurring but otherwise identical messages. Results indicated that different punctuation types elicit strong and differing views, based on what punctuation type is used, and that these types influence their feelings towards the message as well as to the personal state of their interlocutor. The most significant findings were found for ellipsis points and messages lacking any punctuation: ellipses can lead to very negative interpretations in respondents, and a lack of punctuation can lead to respondents feeling sidelined. Interpretations of certain punctuation types are influenced by a reader’s age and native language. Using Yus’ theory of a phatic internet and cyber literacy, this paper posits that the reason respondents assign these meanings to different types of punctuation is to avoid misunderstandings, form identities, and stay on good terms with people in a world in which most daily conversation happens online.Show less
In film and television, actors are sometimes expected to speak in a particular accent in order to convey their character’s identity as accurately as possible. A term in sociolinguistic research...Show moreIn film and television, actors are sometimes expected to speak in a particular accent in order to convey their character’s identity as accurately as possible. A term in sociolinguistic research fields that describes this connection between identity and language is indexicality: it “refers to the way an observable linguistic fact can be indexical of social identities in the same way, for instance, that clothing can. Language features can thus be semiotic signs associated with such identities.” (Smakman 2018: 57). Filmmakers make use of this fact when they include a specific dialect in their films: “film uses language variation and accent to draw character quickly, building on established preconceived notions associated with specific loyalties, ethnic, racial or economic alliances” (Lippi-Green 1997: 81). However, as the actors in film may be required to speak in an accent that is different than their own, inaccuracies can occur in their pronunciation, which may lead to linguistic stereotyping, appropriation or even racism. In this thesis, I examined this phenomenon in relation to the Birmingham (or, ‘Brummie’) accent, which is spoken in the series Peaky Blinders. I first established the most prototypical accent features of the Birmingham accent by comparing several sources, after which I analysed the use of these features in the speech of native speakers and actors. I then juxtaposed the differences in frequency and consistency between the pronunciation of the native speakers and actors, and several patterns emerged. These patterns could all be related to four sociophonetic processes detected by Bell and Gibson in a similar study: selectivity, mis-realisation, overshoot and undershoot (2011: 568). It was then found that these sociophonetic processes can account for the inaccuracies that may occur in actors’ accent use, which ultimately pointed out that there is, in fact, a correlation between dialect use in film and linguistic stereotyping.Show less
This paper investigated discourse on the use of the English language in Dutch pop music. An important term in this research was societal treatment. Societal treatment studies deal with the explicit...Show moreThis paper investigated discourse on the use of the English language in Dutch pop music. An important term in this research was societal treatment. Societal treatment studies deal with the explicit manifestations of beliefs, feelings and behavioural intents present in a wide range of communications (Santello 2015). The questions which were researched in this thesis were: What are the language attitudes of the people of the Netherlands towards Dutch and towards English in pop music? Do they have a language preference? Three methods were used to look at the societal treatment of English and Dutch in pop music: content analysis, indirect measurement, and direct measurement (Van Meurs 2010). In the content analysis, Computer-Mediated Communication (CMC) was gathered about the use of Dutch and English in pop music from different forums. All this data was categorized into twenty-three different categories. The indirect measurement consists of a questionnaire which focused on the four tendencies which were found in the content analysis. These four tendencies were the connection to the song, the understanding of the song, the thoughts on the lyrics, and the enjoyment of the song. The goal of this questionnaire was to define if there were differences in the treatment of Dutch and English in these tendencies by letting people evaluate different video clips. In all the video clips Dutch artists were present but half of the video clips were sung in Dutch and the other half was sung in English. The direct measurement was the creation of two discussions online which focused on upcoming new Dutch music genres and the language attitudes of the Dutch towards the Dutch language. Overall, the results show that most of the Dutch have a negative language attitude towards their first language and have a language preference for English in pop music.Show less
Research master thesis | Linguistics (research) (MA)
open access
The current paper set out to investigate new dialect formation in progress in the Dutch new town of Dronten. Designated in the early 1960s, this city provided to be an excellent place to study new...Show moreThe current paper set out to investigate new dialect formation in progress in the Dutch new town of Dronten. Designated in the early 1960s, this city provided to be an excellent place to study new dialect formation in progress. This study looked into the phonetic characteristics of this variety of Dutch and it was examined how this variety could be defined. Further, the time scale of koineization was addressed. Lastly, the perceived degree of standardness was studied, based on a claim made by Scholtmeijer (1992). Interviews and an online survey provided data that shed more light on these issues. The current study has identified a number of remarkable phonetic features, such as lowering of the first element of (ei) and devoicing of (v) and (z). However, these features seem to be part of a more general tendency found in Standard Dutch and are therefore not exclusive to the Dronten variety of Dutch. In addition, Dronten Dutch was associated with a high degree of perceived standardness, as expert analysis as well as the online survey confirmed. Note, however, that this applies particularly to second-generation speakers, revealing evidence of focusing towards a more homogeneous linguistic variety in this generation.Show less
This thesis investigates mixed nominal constructions, both complex (with an adjective) and simplex. Such constructions create potential conflict sites in Spanish-English code-switching. Spanish and...Show moreThis thesis investigates mixed nominal constructions, both complex (with an adjective) and simplex. Such constructions create potential conflict sites in Spanish-English code-switching. Spanish and English differ for (1) adjective-noun order: Spanish typically has post-nominal adjectives, whereas English has pre-nominal adjectives, and (2) grammatical gender: Spanish has a binary gender system, while English does not. A multi-task method was conducted in the Spanish-English bilingual community in Puerto Rico. The tasks comprised of an elicitation task (cf. director-matcher task, Gullberg, Indefrey, and Muysken 2008) and an auditory grammaticality judgment task. The predictions from the Matrix Language Framework (MLF, Myers-Scotton 2002) and a minimalist analysis from Cantone and MacSwan (2009) are tested against the collected data. The results from both tasks tend to indicate that the Matrix Language approach provides better predictions than the minimalist approach in every respect except for adjective-noun order constructions in the judgment task. This slight preference, however, is not significant. Toy task results for gender assignment in Spanish determiners indicate that there is a preference for the assignment of default gender, i.e. masculine in Spanish, rather than gender that is analogue to the translation equivalent of the noun. This preference is confirmed by judgment task results that include simple nominal constructions, but not by judgment task results for complex nominal constructions. I assume that adjectival presence in complex nominal constructions may have to do with this. Implications of my results for the theories and the methodologies are discussed.Show less
This paper sets out to investigate Lithuanians’ attitudes towards foreign languages in the light of political, cultural, and historical situation that Lithuania witnessed during the turn from the...Show moreThis paper sets out to investigate Lithuanians’ attitudes towards foreign languages in the light of political, cultural, and historical situation that Lithuania witnessed during the turn from the 20th to the 21st century. The aim of this paper is twofold: 1) to determine what type of identities Lithuanians ascribe to speakers with foreign accents and 2) to establish the motivations behind choosing Lithuanian versus foreign languages in daily life. The research that was carried out in Lithuania consisted of two parts. The first part of the research used attitudinal study and the second part used a questionnaire distributed around Lithuania. These tools were used to assess Lithuanian opinions of six speakers with various accents, and to analyse the rationale for choosing either the mother tongue or a foreign language in different situations. The results showed that the attitudes towards foreign speakers of Lithuanian differ between the capital city and the smaller town chosen for this study, and that the main reason for choosing Lithuanian over foreign languages in daily settings is more often based on the emphasis of national identity. The findings also suggest that while for the respondents in the smaller town chosen for this study, a standard Lithuanian speaker was an ultimate example of a successful person, the respondents in the capital city saw an American speaker of Lithuanian as the most prosperous individual.Show less
One of the common misconceptions when it comes to teaching a second language to gifted students is that teachers expect gifted students to be better at learning a second language than non-gifted...Show moreOne of the common misconceptions when it comes to teaching a second language to gifted students is that teachers expect gifted students to be better at learning a second language than non-gifted students. Expectations are usually high, and when a student does not live up to these expectations, it causes frustration; not just for the student, but also for the teacher and the parents. This misconception stems from the fact that most gifted students show an extensive knowledge of their L1 (first language) at an early age. In theory, a gifted child should therefore be faster at picking up an L2 (second language) than non-gifted students: Hayes et al (1998, p. 179) states: “there is a strong connection between language ability and learning ability.” So hypothetically, with their advanced thinking skills, their more extensive verbal skills, and with their aptitude for learning, these gifted students should have little trouble with learning a second language. In practice, however, this does not always seem to be the case; gifted students do not automatically apply their abilities in learning second languages. For example, classroom practice shows that gifted students generally have greater difficulties with learning and memorizing vocabulary than non-gifted students. The study described in this thesis has multiple aims. First and foremost it aims to examine if there is a difference in the ways gifted and non-gifted students acquire English as a second language. Secondly it explores how language pedagogy as well as taking learning styles into account could benefit gifted students. This is in turn compared to the current classroom practice at the Rijswijks Lyceum. It should finally lead to the causes of these differences or similarities along with the consequences for gifted students.Show less
The processes involved in second language phonology have been long researched, yet the research is not always easy to apply in real-life teaching situations. Considering the dynamics of learning a...Show moreThe processes involved in second language phonology have been long researched, yet the research is not always easy to apply in real-life teaching situations. Considering the dynamics of learning a second language and respecting the innate processes that are involved in phonology acquisition the method of this thesis steps away from a traditional lengthy formal instruction: participants were given a very short instruction on their pronunciation. The differences before and after instruction were measured both phonetically (in F1 and F2 frequencies) and audibly (survey). One participant is successful at changing his output both phonetically and audibly, while the others are less successful. Their results, however, inform us about learners’ aptitude, the interconnectedness between vowel output and learner proficiency, transfer processes, and draws comparisons with dynamic systems theory and the effect that psychological tension may have on language output.Show less
The current report is an examination of language and identity in the context of Brussels. Brussels is sociolinguistically interesting as an official bilingual city with great diversity in languages...Show moreThe current report is an examination of language and identity in the context of Brussels. Brussels is sociolinguistically interesting as an official bilingual city with great diversity in languages and cultures. Theoretical notions of language attitude, accommodation and social identity are linked in the multilingual context of Brussels. To investigate a possible relation between language and identity, the language choice preferences of speakers of Dutch are mapped, as well as identifications they make on different levels. The link between language choice and identification is examined by investigating three small groups of speakers of Dutch in Brussels. An attitudinal online survey, expert interviews and a rapid and anonymous survey offer data that provide insights in the language, and identifications the speakers make. Qualitative analyses imply that speakers of Dutch in Brussels show a tendency to be flexible towards language switch and being addressed in another language. The Dutch language tends not to be a distinctive feature to the speakers’ identity, but multilingualism and positive traits attributed to multilingualism are part of the identity of the speakers of Dutch in Brussels.Show less
Abstract Kachru (1985) described three groups of English speaking world - inner, outer and extending, out of which the last circle includes those speakers who use English for international purposes...Show moreAbstract Kachru (1985) described three groups of English speaking world - inner, outer and extending, out of which the last circle includes those speakers who use English for international purposes. As he claimed, for native speakers’ standard norm is acceptable, however, for the rest of the circles, local variations are more logical. Georgia is part of the third, extending circle, and thus, the question which deviances from norm are acceptable and which are not is the question to ask. The presented study of Georgian-accented English is the first research in the Georgian-English accent studies that is oriented to find out the three groups of pronunciation mistakes: unintelligible, disturbing and ugly. This was possible by creating three groups of listeners, native English speaking, Georgian and Dutch English speaking judges who assessed the Georgian-English speech and singled out the problematic features. The results of the study has shown some serious mistakes that hinder the intelligibility and are disturbing. However, those features that were assessed as ugly were not considered to be very important and were advised to improve only on the higher level of English teaching.Show less
This thesis investigates factors that logically influence the quality of English among Western European countries. The factors explored in this thesis are linguistic distance between the mother...Show moreThis thesis investigates factors that logically influence the quality of English among Western European countries. The factors explored in this thesis are linguistic distance between the mother tongue and English, the effect of dubbing versus subtitling as well as teaching methods. The countries that will be looked at are the three Nordic countries of Finland, Norway and Sweden, as well as France, Germany and the Netherlands. The thesis is of a wide explorative nature and aims to provide data for future research into the situation in each of these countries. In doing so, this research includes extensive literature reviews on each of the three factors. In addition, empirical data were gathered by interviewing laymen, linguists as well as English language teachers from six Western European countries.Show less
In this thesis, two factors were examined that could have an influence on the acquisition of English for bilinguals in the Dutch province of Friesland: lexical closeness and held attitudes. First,...Show moreIn this thesis, two factors were examined that could have an influence on the acquisition of English for bilinguals in the Dutch province of Friesland: lexical closeness and held attitudes. First, it is examined whether knowledge of Frisian helps children acquire English lexicon and, second, whether there is a correlation between the attitude towards English and the (self-perceived) proficiency in this language. This was examined on the basis of a vocabulary test and a questionnaire. The results have indicated that the lexical closeness between Frisian and English does not (necessarily) facilitate the lexical acquisition process of English, but that a positive attitude towards English does positively influence the acquisition of English.Show less
The results of this research show that female participants have more positive attitudes towards English loanwords than male participants. Female participants were consistently more positive...Show moreThe results of this research show that female participants have more positive attitudes towards English loanwords than male participants. Female participants were consistently more positive regarding statements 1, 2 and 3 or, respectively, this is an ordinary Dutch sentence, the use of [loanword] is appropriate in this sentence and I would also make use of this sentence as can be found in Figure 1. Furthermore, there is significant correlation at the 0.05 level between both statement 2 and statement 3 and gender, which means that female participants have scored significantly higher than male participants for these statements. The results of this research also suggest that the mean scores of the participants become consistently lower when age increases for each of the statements. Figure 2 shows that the mean scores for the statements mentioned above consistently decrease when ages of the participants increase. These data suggest that older participants have more negative attitudes towards loanwords than younger participants. In furthermore, there is significant negative correlation at the 0.05 level between the statement I would also make use of this sentence and age. This implies that the attitudes towards using these loanwords are significantly more negative when the ages of the participants increase. This research indicated that most participants do not prefer alternative words to the used loanwords. Table 11 (in section 4.3) indicates that crash is the loanword with the most preferred alternatives as it is preferably replaced by ongeluk and neerstorten, according to nine and ten participants, respectively. Table 11 also indicates that seven participants prefer vraaggesprek to interview, six participants prefer behaald or gepresteerd to gescoord and five participants prefer peiling(en) and voorlopige uitslagen to exit polls. Preferred alternatives to the other loanwords were only provided by four participants or less, and are therefore not widely supported among the participants. In addition, the majority of the loanwords (all except crash) are catachrestic. Furthermore, the results of this research suggest that the participants generally consider that the used loanwords are more precise than other Dutch words. The second favoured reason is that participants consider that the used loanwords sound better regarding pronunciation, which can be found in Table 12.Show less
