I Arts

Since 1976 work has been carried out towards the development of a microcomputer-controlled set of equipment for displaying pitch contours of sentences. The aims were to produce a practical set-up in which target sentences recorded on tape and ad-hoc imitations by learners/subjects could be displayed simultaneously on the upper and lower halves of a video monitor, and to test this set-up with two target languages and different groups of learners under different conditions. It was found that, for different groups of learners (Dutch learning English, Turks learning Dutch), subjects receiving audio-visual feedback performed better than those receiving only auditory feedback. No differential learning effects were found for L,-proficiency level or age.

In this article the effects of modality on the processing in the bilingual lexicon will be explored. Therefore, two parallel repetition priming experiments were conducted, an auditory and a visual one. The subjects were Dutch-English bilinguals. They had to perform a lexical decision task. There were two types of stimuli: cognates and noncognates. The results indicated that there are no processing differences between the auditory and the visual modalities. Furthermore, in both experiments interlingual repetition priming was found for both cognates and noncognates. The implications of these results for the influence of the factor proficiency level are discussed.

Weinreich (1953) distinguished three types of bilingualism: the compound, the coordinate, and the subordinative. In this article, we use his partition to describe the effects of a small typological distance on the organization of the bilingual lexicon. In order to do so, two relatively closely related varieties were used, standard Dutch and the dialect of Maastricht. Subjects had to carry out an auditory lexical decision task using the repetition priming paradigm. Stimuli under investigation were cognates and noncognates. There were two age groups (13 and 17 years old) and two language backgrounds (standard Dutch and Maastricht dialect). The results indicated no differences depending on age. With regard to language background, no interlingual repetition priming was found for the dialect speakers. However, in contrast with earlier findings on visual repetition priming, there were interlingual repetition effects not only for the cognates, but also for the noncognates when the standard speakers were concerned. Therefore, we concluded that, at least in the auditory modality, the dialect speakers in question are coordinate bilinguals and the standard speakers are subordinative bilinguals. Finally, it is shown that Weinreich's model in his pure form leads to unexplainable processes in language acquisition. For that reason, his distinctions are incorporated into the lexico-semantic model of .

Since 1976 work has been carried out towards the development of a microcomputer-controlled set of equipment for displaying pitch contours of sentences. The aims were to produce a practical set-up in which target sentences recorded on tape and ad-hoc imitations by learners/subjects could be displayed simultaneously on the upper and lower halves of a video monitor, and to test this set-up with two target languages and different groups of learners under different conditions. It was found that, for different groups of learners (Dutch learning English, Turks learning Dutch), subjects receiving audio-visual feedback performed better than those receiving only auditory feedback. No differential learning effects were found for L,-proficiency level or age.

The meetin g wa s organise d i n conjunction wit h ANéLA, the Dutc h Associatio n o f Applie d Linguistics . A t th e conference, 8 4 session papers an d 4 plenaries were presented. From th e 3 0 papers tha t were subsequentl y submitted , 1 5 were accepte d fo r publicatio n i n thi s volume . Th e volume reflect s th e wid e rang e o f topic s tha t wer e addresse d a t the conference : fro m natural phonology t o nonverba l communicatio n strategies , from childhoo d bilingualis m to model s o f secon d languag e production . The editor s woul d lik e to us e this opportunity t o thank th e executiv e committee s o f EUROSLA an d ANéLA for providin g the opportunity t o organis e the conferenc e i n Nijmegen and t o compil e th e volume . Th e conferenc e organiser s als o gratefull y acknowledge th e suppor t o f th e staf f a t th e Universit y Auditoriu m an d Conferenc e Centre, and in particular Jacqueline Berns. They would als o like to thank the member s of the abstract committee, who helped selec t the 8 4 abstracts out o f the 11 5 submitted.

Deze bundel beva t d e tekste n va n 12 van d e 16 voordrachten gepresenteer d tijden s de ANéLA-studieda g di e o p 26 november 1993 plaatsvond aa n d e Universitei t va n Amsterdam. De dag werd bezocht door 103 geïnteresseerden, waaronder 31 niet-leden. De goede opkomst gaf aan dat taalproduktie een thema is dat veel mensen bezighoudt; Frank Wijnen stelt in zijn bijdrage dat met name het psycholinguïstisch onderzoek naar taalproduktie "bloei t al s nooit tevoren" .