This thesis aims to elucidate which approach is the most advantageous in the analysis of acceptability judgments of native speakers: whether it is a categorical or a gradient approach....Show moreThis thesis aims to elucidate which approach is the most advantageous in the analysis of acceptability judgments of native speakers: whether it is a categorical or a gradient approach. Acceptability judgments have often been recognized as a relevant source of language knowledge (Chomsky, 1965; Sorace & Keller, 2005; Schütze & Schütze, 2011). Judgment elicitation procedures consist of asking speakers directly about their opinion on linguistic elements, such as sounds, words and sentences. However, interrogating participants directly about their language knowledge is not as simple as it seems. Several confounding factors, such as the order of presentation of the stimuli, and the repetition of instructions (Sprouse, 2007; Schütze, 2016) can interfere with such judgments, casting doubt on the reliability of the data. This thesis discusses some theories and methods involved in judgment elicitation procedures, in order to be able to examine whether categorical or gradient procedures are more successful in tapping into speakers’ knowledge while circumventing potentially confounding factors. Additionally, two empirical studies are discussed in detail, as examples of categorical and gradient approaches in the analysis of speakers’ innate language knowledge; one on syntax (Sprouse, 2007) and one on phonology (Turton, 2017).Show less
This study examined the role of home language and vocabulary in explaining school performances of adolescents who were making the transition from primary to secondary school. Fifty-four children of...Show moreThis study examined the role of home language and vocabulary in explaining school performances of adolescents who were making the transition from primary to secondary school. Fifty-four children of Turkish background in the Netherlands from the second or third immigrant generation and their mothers participated in the study. The main question of this study was if there was a relation between the home language (Dutch or Turkish) of children with Turkish backgrounds and their school performances, and if this relation was mediated by vocabulary. Data on usage of the Dutch and Turkish language in the home situation were collected via mother and child questionnaires. Dutch vocabulary was measured using the Expressive One-Word Picture Vocabulary Test (EOWPVT; Brownell, 2000) and Turkish vocabulary was measured using a Turkish version (Glück, 2009) of the Peabody Picture Vocabulary Test-4 (PPVT-4; Dunn 2007). Cito-scores were used to determine school success. Using the four step approach of Baron & Kenny (1986) in which several regression analyses are conducted to test for mediation, the findings of this study show that children perform better at school when they speak more Dutch and less Turkish in the home situation. Also the findings show that children have a better Dutch vocabulary when they speak more Dutch and less Turkish in the home situation. Thirdly it was found that Dutch vocabulary fully mediates the relationship between home language and school performance. No relation was found between home language and Turkish vocabulary or between Turkish and Dutch vocabulary.Show less
