This thesis examines whether native speakers of Dutch can aspirate unvoiced word-initial plosives in English as a second language and if they are able to do so to the same degree as native speakers...Show moreThis thesis examines whether native speakers of Dutch can aspirate unvoiced word-initial plosives in English as a second language and if they are able to do so to the same degree as native speakers of English. Aspiration was measured in word-initial unvoiced plosives /p, t, k/ using Voice Onset Time (VOT). Influence of sex, age, age of onset of the second language, and self-reported general pronunciation ability in English were also examined. Native Dutch VOT generally lies between 0-20ms, while native English VOT is anywhere between 50-100 ms. Using recordings from 19 participants who read both Dutch and English sentences out loud, it was found that participants increased their aspiration with an average of 10 ms when switching from Dutch to English. The analysis also shows that two participants out of 19 had an average VOT at a native-like level (>50 ms). Further investigation showed that sex, age, and age of onset did not influence VOT. Participants who graded their general pronunciation abilities with an 8 or higher did show a bigger increase in VOT, but there was no correlation to higher VOT in English when compared to other speakers. Other results showed that /p, t, k/ were not aspirated to the same extent, with /t/ being aspirated significantly more and /p/ significantly less. Lastly, the co-existence of words in both English and Dutch did not significantly alter the VOT, only when words started with /k/ did aspiration significantly improve when the exact word also existed in Dutch. These results conclude that native speakers of Dutch increase aspiration and can aspirate to a native-like degree while speaking English. Any defining factors of the participants who were able to do so are not available due to the limited sample size.Show less
As offensive and taboo language is becoming increasingly common in day-to-day life, this type of language has also become a part of our entertainment media, including in subtitles. Offensive and...Show moreAs offensive and taboo language is becoming increasingly common in day-to-day life, this type of language has also become a part of our entertainment media, including in subtitles. Offensive and taboo language can be used for many different reasons and to create many different effects in the source text. This means that offensive and taboo language can also be used for a character’s characterisation, meaning it will be a way for them to express their own personality, their intent, or to form a relationship with the people around them. However, subtitlers often deal with spatio-temporal constraints that will not allow them to retain every single instance of offensive and taboo language in the target text. This means offensive and taboo language is often the first to be omitted, and this could potentially negatively affect the characterisation of certain characters. This study is an analysis of the offensive and taboo language in the first season of Netflix’s Sex Education and the characterisation of four characters in the English and Dutch subtitles. Ávila-Cabrera’s (2016) taxonomy of offensive and taboo language was used to categorise the offensive and taboo language that was found in the target text. Pinker’s (2007) and Dynel’s (2012) typologies of function were used to classify the functions of the offensive and taboo language. Lastly, a combination of Vinay & Darbelnet’s (2000) and Díaz Cintas & Remael’s (2007) translation strategies were used. The results show that, even though all four characters had parts of their offensive or taboo language omitted during the translation process, their characterisation was not negatively affected. This entails that the Dutch subtitles did not portray an entirely different personality compared to the English source text.Show less
This thesis questions whether dangling topics, also often called ''Chinese-style'' topics really only occur in Chinese. This is done by investigating Chinese (from mainland China and Taiwan),...Show moreThis thesis questions whether dangling topics, also often called ''Chinese-style'' topics really only occur in Chinese. This is done by investigating Chinese (from mainland China and Taiwan), Japanese, Turkish and Dutch. The results show that dangling topics in Chinese are only possible to a certain extent. Moreover, they are also acceptable in other languages (although mostly in marginal contexts).Show less
Merchant’s (2004) work on fragment answers has been groundbreaking in how clausal ellipsis is discussed today. In the article, Merchant defends the notion that in fragmented utterances, an...Show moreMerchant’s (2004) work on fragment answers has been groundbreaking in how clausal ellipsis is discussed today. In the article, Merchant defends the notion that in fragmented utterances, an interpretable syntactic structure is present but elided on the surface; a view that has been much contended with (see e.g. van Riemsdijk 1978; Hausser and Zaefferer 1978; Ginzburg and Sag 2000; Jackendoff 2002; Barton 1990; Stainton 1995, 1997, 1998; Jackendoff and Culicover 2005). His main argument boils down to the fact that fragments in fragment answers are part of a generated structure, and are proven to undergo movement (p. 664). Ever since, movement has been a crucial element in the discussion on ellipsis. Consequently, Ott and Struckmeier (2017) published an article on why the theory by Merchant is false, using gapping, a type of clausal ellipsis, in German for their prime examples. This thesis aims to further tackle Merchant’s approach using gapping in Dutch and showing that particles in gapping propose significant problems for Merchant’s theory.Show less
When the Dutch settled in North America during the seventeenth century, for colonising and trade purposes, came language contact between the two groups of speakers. One result from this contact is...Show moreWhen the Dutch settled in North America during the seventeenth century, for colonising and trade purposes, came language contact between the two groups of speakers. One result from this contact is loanwords. This research investigates Dutch loanwords in American English and their frequency. Through a combination of Schultz’s (2012, 2017, 2018, 2019) framework, the Oxford English Dictionary and Van der Sijs’ (2010) glossary of Dutch loanwords in North American languages, this research was performed. The frequencies were analysed through the Corpus of Historical American English and the Corpus of Contemporary American English. These corpora provided an overview of the development of frequencies both over time and across text types. This research concludes that the frequency of Dutch loanwords in American English increases over time.Show less
This master thesis investigates what stylistic features within the Dutch Covid-19 press conferences held between March 2020 and October 2020 contribute to creating a sense of solidarity. This...Show moreThis master thesis investigates what stylistic features within the Dutch Covid-19 press conferences held between March 2020 and October 2020 contribute to creating a sense of solidarity. This research will use a qualitative approach, analyzing what certain pronouns and the word ‘people’ refer to and how they are used. The study found that the stylistic features that contribute to creating solidarity within the public are explicitly marking the inclusive form of ‘we’ and using a first-person plural possessive pronoun when referring to health care and those who suffer from the corona virus. The stylistic features contributing to creating solidarity between the speaker and the public is using ambiguous clusivity and using a form of the second-person singular that has a more general meaning, therefore reducing the distance between the speaker and the public.Show less
The present study explored the attitudes of secondary school teachers and non-teachers towards different degrees of Dutch-accented English and whether there was a difference in attitudes between...Show moreThe present study explored the attitudes of secondary school teachers and non-teachers towards different degrees of Dutch-accented English and whether there was a difference in attitudes between these groups. In addition to this, it investigated whether there were certain pronunciation features that would lead to a lower grade. This was tested through an online survey consisting of two parts, namely a listening task and an open-ended question. The listening task asked the participants to grade a total of twelve recordings on a scale from 1 to 10 and to motivate their answer as to why they gave a certain grade. The recordings consisted of two native speakers and ten speakers with different degrees of Dutch accentedness. The degree of accentedness was determined by three people who had listened to the recordings beforehand and these recordings were then categorized into three different groups based on the degree of accentedness. These three groups consisted of (1) native speakers/light Dutch-accented English, (2) medium-Dutch accented English, and (3) heavy Dutch-accented English. The survey ended with an open-ended question which asked the participants wat they thought was the most important aspect to be taught when teaching a foreign language. The results showed that teachers graded most of the recordings (77.8%) higher than the non-teachers, though there was only a small difference. Furthermore, the results showed that both the teachers’ and non-teachers’ grades were lower for the medium- and heavy-accented Dutch Englishes than they were for the native speakers/lightly-accented Dutch Englishes. When asked why a certain grade was given, however, pronunciation only came up 25.8% of the time in the teachers’ answers and only 16.4% of the time in the non-teachers’ answers. A similar pattern was found in the open-ended question, where pronunciation as an important aspect of language learning came up 21.4% of the time in the teachers’ answers and 26.8% in the non-teachers’ answers.Show less
Word-final clusters have been reported to develop earlier than word-initial clusters for children learning English (Kirk & Demuth, 2005),German (Lleo & Prinz, 1996), and Dutch (Levelt, et...Show moreWord-final clusters have been reported to develop earlier than word-initial clusters for children learning English (Kirk & Demuth, 2005),German (Lleo & Prinz, 1996), and Dutch (Levelt, et al.,2000). This is opposite to the development of singleton consonants which generally develop in word-initial position first, e.g. /m, n, t/ (Mennen et al., 2006). In this study I investigated the possible role of frequency in the acquisition of consonant onset and coda clusters. The hypothesis was that the frequency of the input of adult child-directed speech which here was a child’s name (repeated by caregivers many times a day and directly to a child) influences the child’s ability to acquire certain type of consonant clusters. Ideally Floortje would acquire onset clusters before codas and Max would acquire coda clusters before onset ones. The evidence collected however, suggests that there is no immediate association between a child’s name and the acquisition of consonant clusters in words. So here, the frequency accounts do not seem to provide a satisfactory explanation for the two way developmental path of cluster acquisition. Nevertheless, the research may be treated as a pilot study and will hopefully stimulate further exploration of the problem.Show less
Within the linguistic field, structural or syntactic priming has been investigated for L1 and L2 speakers. Studies show mixed results for the role of the mother language and the duration of the...Show moreWithin the linguistic field, structural or syntactic priming has been investigated for L1 and L2 speakers. Studies show mixed results for the role of the mother language and the duration of the priming effect. This thesis carried out an experiment with English and German L2 speakers of Dutch in comparison to native speakers of Dutch in a two-day structural priming task for relative clauses and prepositional phrases. The results show that priming works among English L2 speak-ers of Dutch, but not among the other two language groups. The priming effects for the English participants lasted at least one day, which indicates implicit learning as a result of long-term priming. A time-pressure component did not impact the effect of priming among the native speakers. The study adds to the existing body of knowledge of structural priming and confirms the existence of a difference in priming effects for familiar or unfamiliar syntactic structures in the L1 of the participant.Show less
This study considers the main research gaps that are important for future studies regarding the improvement of the quality of interlingual live subtitling. To identify these gaps, this thesis...Show moreThis study considers the main research gaps that are important for future studies regarding the improvement of the quality of interlingual live subtitling. To identify these gaps, this thesis provides a literature review of the available research on this topic, as well as an updated outline of the current situation of interlingual live subtitling in the Netherlands.Show less
Previous studies have indicated that native and non-native listeners’ attention to differences in segments and lexical tones is heightened when language context is removed. Do they also display...Show morePrevious studies have indicated that native and non-native listeners’ attention to differences in segments and lexical tones is heightened when language context is removed. Do they also display greater sensitivity to intonational differences in the absence of language context? To examine this question, this thesis tests the ability of Dutch and Mandarin listeners to identify Mandarin questions and statements that differ only in intonation in three different levels of language context: no language context, a neutral language context, and a constraining language context. All listeners were found to identify questions and statements better with each increasing level of language context. This suggests that the presence of a meaningful semantic context facilitates the perception of intonational meaning. Moreover, Mandarin listeners were better at identifying questions and statements than non-native listeners in sentences with language context. But the difference between Mandarin and Dutch listeners’ abilities was minimal in sentences without language context. This result suggests that the effect of language experience on intonation perception is diminished at the lower auditory processing level.Show less
This thesis provides an exploratory account of white lies in Dutch. There is no literature explicitly dedicated to white lies in the Dutch language. This gap provides the starting point for this...Show moreThis thesis provides an exploratory account of white lies in Dutch. There is no literature explicitly dedicated to white lies in the Dutch language. This gap provides the starting point for this exploratory study which aims to contribute to a wider research agenda investigating the definition of lying and how different types of lies may be distinguished in different contexts and cultures. The main research question of this thesis is: How are white lies used by native speakers of Dutch? A two-part investigation, consisting of a questionnaire and a role-play, shows that native speakers of Dutch use white lies in everyday conversations. White lies are used to benefit both the speaker and the hearer, but they are also used to avoid undesirable scenarios.Show less
In this master thesis, I did research on the frenchification of Dutch in a corpus of pamflets from the Low Countries in the period 1525 - 1875. The results showed that the period 1525 - 1675...Show moreIn this master thesis, I did research on the frenchification of Dutch in a corpus of pamflets from the Low Countries in the period 1525 - 1875. The results showed that the period 1525 - 1675 consisted significantly more suffixes than the period 1725 - 1875, which was in contrary with the hypotheses.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
The aim of this research is to gain insight in how futurity is expressed within English and Dutch legal contracts and to define the relation between modality and temporality. It is hypothesized...Show moreThe aim of this research is to gain insight in how futurity is expressed within English and Dutch legal contracts and to define the relation between modality and temporality. It is hypothesized that futurity is not unequivocally expressed in contract language. Also, it is expected that not only within futurity but also within modality a potential degree of ambiguity can be found considering expression of epistemic, dynamic, and deontic modality.Show less
To get hands on Dutch fricative devoicing and to find the insides of the devoicing process, it is useful to take a sharper look at child’s language acquisition. How do children acquire their...Show moreTo get hands on Dutch fricative devoicing and to find the insides of the devoicing process, it is useful to take a sharper look at child’s language acquisition. How do children acquire their fricatives in a dialect with voicing fricatives counterparts and with fricatives that nearly stand alone in their place of articulation, like the post-velar fricative? Are these fricatives acquired similarly? To answer these questions, one needs to find out first whether children make a distinction at all between fricatives, and moreover what acoustics they use to distinguish these sounds. In order to learn more about the development of fricative acquisition, an apparent time research including different age groups will be described. In this way, it can be determined whether young and old children use the same acoustic characteristics, and whether there is a development trajectory detectable in the voicing distinction. As has been known from the literature (Hermans & Van Oostendorp 2011), the occurrence of voiced and voiceless fricatives in Dutch is not only determined lexically, but it has very much to do with the phonological context as well. Do children use this context and is there a development in the use of this phonological rule? To gain insights into the above issues, this study attempts to discover how Dutch children cope with the production of the distinction between the fricative counterparts of three different places of articulation. It seems that children first learn to produce different fricatives and, unexpectedly, after a few years they change their use of the voicing counterparts of fricatives. This thesis shows the fricative phonetics of children in kindergarten and children around ten years of age, and suggests a possible explanation for their phonetics at different stages of their childhood.Show less
Traditionally, grammar is important in translation. However, translation quality assessment often does not pay much attention to the correct use of grammar and information structure. This research...Show moreTraditionally, grammar is important in translation. However, translation quality assessment often does not pay much attention to the correct use of grammar and information structure. This research aims to investigate whether Hannay and Mackenzie’s five principles for effective writing in English can be used to provide a guideline for the assessment of grammatical constructions. The study contained a literature review and a questionnaire, which focused on quality assessment of Dutch to English translations in which the five principles are applied. Although the number of respondents is slightly small, there are interesting findings. Especially principle 1 and principle 5 are recognized and those translations are assessed as grammatically correct. The study also found that native speakers of English are more strict in their assessment than non-native speakers of English, who are more tolerant towards minor errors.Show less
Today, various translation applications exist which are used daily by millions of people. However useful these applications are, occasionally they fail to deliver adequate translations. This paper...Show moreToday, various translation applications exist which are used daily by millions of people. However useful these applications are, occasionally they fail to deliver adequate translations. This paper explains how applications following Statistical Machine Translation methods would translate negation in sentences from Dutch to English, why this can lead to inadequate translations, and compares these findings with how different theoretical linguistic frameworks approach negation. The paper ends with a suggestion that, as theoretical linguistic frameworks show, using statistics alone is not sufficient when translating negation in sentences from Dutch to English.Show less
Queen Wilhelmina of the Netherlands had an English governess, Miss Winter, from when she was six years old. Because of this, Wilhelmina quickly acquired the English language at a young age. Her...Show moreQueen Wilhelmina of the Netherlands had an English governess, Miss Winter, from when she was six years old. Because of this, Wilhelmina quickly acquired the English language at a young age. Her progress in learning English, is clearly visible in the many letters that she wrote to Miss Winter from 1886 to 1936. Most of these letters were transcribed by me, and were studied in order to determine to what degree Wilhelmina learned to master the English language, and how her acquisition of English progressed over time, which is the leading intention of this study. The letters were studied on several points: spelling, lexis and grammar, in which a distinction was made between various phases of the language learning process. The letters that Wilhelmina wrote were divided into three periods: 18881892, 18931896 and 18971898. In this situation, the communicative approach that was used to teach Wilhelmina English was very effective when it comes to learning grammar and vocabulary. It appears that only by regular contact with native speakers a person can improve his proficiency in a second language the way Wilhelmina did in such a short time. Even though spelling is only fully acquired somewhat later, proper instruction can quickly cause this to catch up. Thus, in this thesis I demonstrated the positive effect of teaching methods focused on communication rather than on grammar and writing, such as the Communicative method and the Task-based approach.Show less
This thesis focuses on theoretical accounts of code-switching with regard to Papiamento-Dutch bilinguals. It examines two contrasting theories, the Matrix Language Framework model (Myers-Scotton,...Show moreThis thesis focuses on theoretical accounts of code-switching with regard to Papiamento-Dutch bilinguals. It examines two contrasting theories, the Matrix Language Framework model (Myers-Scotton, 2002) and the Minimalist Program (Cantone and MacSwan, 2009), and compares them by examining which accounts for what happens at conflict sites in occurrences of Papiamento-Dutch code-switching, looking specifically at switching in noun-adjective word-order conflict sites. An event-related potential study was carried out at Leiden University with Papiamento-Dutch bilinguals. Its aim was to provide an objective measure of the neurocognitive processes underlying code-switching in bilinguals (Parafita Couto, Pablos, Boutonnet, de Jong, Perquin, de Haan and Schiller, under review). The two theories were tested using code-switched sentences which comprised six conditions: two control sentences that were not code-switched, two code-switched conditions where the predictions of the theories differed, and two code-switched conditions where the predictions of the theories matched. It was predicted that the results would support the Myers-Scotton MLF model, as that was the case with a similar project carried out with Welsh-English bilinguals ((Parafita Couto, Boutonnet, Hoshino, Davies, Deuchar and Thierry, 2013). The results of the Papiamento-Dutch experiment showed a slight trend in support of the Minimalist Program. These results differed from those of the project regarding Welsh-English bilinguals which found significant results in support of the Matrix Language Framework model (Parafita Couto, Boutonnet, Hoshino, Davies, Deuchar and Thierry, 2013). The disparity between the conclusions in these two experiments could be due to the difference in the types of bilinguals which participated. Further research will benefit from considering the sociolinguistic features of the bilingual group which participated in the Papiamento-Dutch study discussed in this thesis.Show less
