DOCSLIB.ORG

The Differences Between Flemish Pupils Acquiring English and Walloon Pupils Acquiring English Before the Input of Formal Instruction

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Differences Between Flemish Pupils Acquiring English and Walloon Pupils Acquiring English Before the Input of Formal Instruction The differences between Flemish pupils acquiring English and Walloon pupils acquiring English before the input of formal instruction Master dissertation Supervisor: Prof. Dr. M. Van Herreweghe Siona Houthuys Master English - Italian Faculty of Literature and Philosophy University of Ghent 2010 - 2011 1 Preface I would like to thank my supervisor Professor Van Herreweghe whose assistance and suggestions added considerably to my graduate experience. Secondly, I would like to express my gratitude to Karine van der Borght and Eugeen Forrier who gave me the opportunity to gather my data in „Don Bosco‟ and „Pré vert‟. I would also like to thank all the pupils for participating in my research and filling out the questionnaire and vocabulary test to the best of their ability. I am grateful to Caroline and Charlotte Lippens for having let me use their questionnaire and test. Special thanks goes to Rian Houthuys for his assistance in my statistical analyses. My thanks go to Men, Johan and Astrid for their patience and willingness to help place me on the right path. Last, but not least, many thanks to my mother and father for their never-ending support and to my brothers and sisters for their listening ear. 2 Table of contents Preface ............................................................................................................................. 2 Table of contents ............................................................................................................. 3 1 Introduction ............................................................................................................. 6 Part I: Theoretical framework ................................................................. 8 2 English as a global language .................................................................................... 8 2.1 English as a global language ............................................................................ 8 2.2 English speakers in the world .......................................................................... 9 2.3 The position of English in Belgium ............................................................... 10 3 Second language acquisition................................................................................... 13 3.1 Native versus non-native language................................................................. 13 3.2 Second Language Acquisition (SLA) .............................................................. 14 3.3 Second language versus foreign language ...................................................... 14 3.4 Acquisition versus learning ............................................................................ 15 3.4.1 Krashen‟s Monitor Hypothesis ................................................................. 17 3.5 Instructed versus non-instructed learning .....................................................19 3.6 Implicit versus explicit learning .................................................................... 20 3.7 Incidental versus intentional learning ........................................................... 21 3.8 Other important notions and theories on L2 acquisition ............................. 22 3.8.1 Child second language acquisition ........................................................... 22 3.8.2 Fundamental Difference Hypothesis ....................................................... 23 3.8.3 The social settings of L2 learning: natural versus educational settings .. 24 3.8.4 Immersion ................................................................................................ 25 3.9 Learner-external factors and the language learner ....................................... 26 3.9.1 Input ......................................................................................................... 26 3.9.1.1 Input versus intake ............................................................................ 26 3.9.1.2 The effect of input and interaction on acquisition ............................ 27 3.9.2 Factors that influence L2 acquisition ...................................................... 30 3.9.2.1 Age ..................................................................................................... 30 3.9.2.2 The Affective Filter Hypothesis .......................................................... 31 3.9.2.3 Motivation ......................................................................................... 32 3.9.2.4 Aptitude ............................................................................................. 33 3.9.2.5 Anxiety ............................................................................................... 35 3 3.9.2.6 The role of the first language ............................................................. 35 3.9.2.7 The various fields of contact with the L2 .......................................... 37 4 Conclusion .............................................................................................................. 38 Part II: The differences between Flemish pupils acquiring English and Walloon pupils acquiring English before the input of formal instruction................................................................................................... 40 5 Introduction to the research .................................................................................. 40 5.1 Research question .......................................................................................... 40 5.2 Informants and setting .................................................................................. 40 5.3 Methodology ................................................................................................... 41 6 The analysis of the results ...................................................................................... 42 7 General finding ...................................................................................................... 43 8 Data and findings ................................................................................................... 44 8.1 General questions .......................................................................................... 44 8.1.1 The informants‟ mother tongue ............................................................... 44 8.1.2 Sex ............................................................................................................. 46 8.1.3 Age ............................................................................................................ 47 8.1.4 Informants to a foreign country ............................................................... 48 8.1.5 An English acquaintance .......................................................................... 49 8.1.6 Motivational attitudes .............................................................................. 53 8.1.7 English courses ......................................................................................... 57 8.1.8 The conception of English ........................................................................ 60 8.1.9 Personal practice ...................................................................................... 63 8.1.10 The informants‟ conception of their English skills .................................. 67 8.1.11 Extracurricular activities .......................................................................... 70 8.2 English television programmes ..................................................................... 78 8.2.1 Subtitled English TV programmes (SP) ................................................... 78 8.2.2 English television programmes without subtitles (not subtitled programmes = NSP) .............................................................................................. 80 8.2.3 English TV programmes or Dutch/French TV programmes ................... 81 8.2.4 Dubbing or subtitling ............................................................................... 85 8.3 Computer ....................................................................................................... 88 8.3.1 The amount of time spent on the computer ............................................ 88 8.4 Music .............................................................................................................. 92 4 8.4.1 English music or Dutch/French music .................................................... 92 8.4.2 Do the informants understand the English songs? ................................. 94 9 Conclusion .............................................................................................................. 96 10 Bibliography .................................................................................................... 100 11 Appendix .............................................................................................................. 103 11.1 Questionnaire (Dutch) ................................................................................. 103 11.2 Vocabulary test (Dutch) ................................................................................ 116 5 1 Introduction For my master dissertation, I investigated the differences between Dutch-speaking and French-speaking children in Belgium acquiring English as a second language. English can be acquired either naturally or through instruction. In my research, I focused on the incidental learning of English, which is before the input of formal instruction, by school children of the fifth and sixth year of primary school. The aim of my investigation
Load more

Recommended publications
  • Dutch Profile
    Published 2012 by: Diversicare PO Box 5199 WEST END Q 4101 Ph 07 3846 1099 Dutch Cultural Profile Thanks are given to the following people: Fredda Graham-Boers Mrs Ineke Boer Ria van Zandwijk Ria Brunkhorst ... and to all those people who have provided comment about this cultural profile. Author/Editor: Jennifer Leigh, J.Leigh & Associates Disclaimer This cultural profile is a synthesis of information from a range of sources believed to be reliable. Diversicare gives no guarantee that the said base sources are correct, and accepts no responsibility for any resultant errors contained herein or for decision and actions taken as a result and any damage. Please note there may be costs associated with some of the resources and services listed in this document. This cultural profile received funding assistance from the Queensland Government through the Home and Community Care Program. Dutch Cultural Profile Introduction 3 Background 4 National Symbols 5 Population 8 Language 8 Migration to Australia 9 Australian Statistics 9 Dutch Characteristics 10 Customs in Everyday Life 11 Dress 11 Greetings 12 Names 13 Values 14 Marriage 14 Domestic Situation 14 Family Structure 15 Religion 15 Churches 16 Pensions 17 Leisure & Recreation 18 Sports 18 Arts and Crafts 18 Socialising 19 Social Clubs 19 Literature 19 Songs 20 Dances 21 Television 22 Radio 22 Magazines 22 Newspapers 23 Annual Festivities 24 Food & Diet 25 Meals 25 Meal Protocol 25 Dutch Recipes 26 Food Sources 28 Dutch Attitudes 29 Health 29 Traditional Healing 29 Mental Health and Disability 29 Ageing 29 Death & Dying 30 DutchContacts 31 Bibliography 32 Correction / Addition Form 33 Introduction This profile of the Dutch cultural community is one of the projects undertaken by Diversicare’s Special Projects and Services Development Team, with funding from the Home and Community Care Program.
    [Show full text]
  • 1 Unmasking the Fake Belgians. Other Representation of Flemish And
    Unmasking the Fake Belgians. Other Representation of Flemish and Walloon Elites between 1840 and 1860 Dave Sinardet & Vincent Scheltiens University of Antwerp / Free University of Brussels Paper prepared for 'Belgium: The State of the Federation' Louvain-La-Neuve, 17/10/2013 First draft All comments more than welcome! 1 Abstract In the Belgian political debate, regional and national identities are often presented as opposites, particularly by sub-state nationalist actors. Especially Flemish nationalists consider the Belgian state as artificial and obsolete and clearly support Flemish nation-building as a project directed against a Belgian federalist project. Walloon or francophone nationalism has not been very strong in recent years, but in the past Walloon regionalism has also directed itself against the Belgian state, amongst other things accused of aggravating Walloon economic decline. Despite this deep-seated antagonism between Belgian and Flemish/Walloon nation-building projects its roots are much shorter than most observers believe. Belgium’s artificial character – the grand narrative and underpinning legitimation of both substate nationalisms - has been vehemently contested in the past, not only by the French-speaking elites but especially by the Flemish movement in the period that it started up the construction of its national identity. Basing ourselves methodologically on the assumption that the construction of collective and national identities is as much a result of positive self-representation (identification) as of negative other- representation (alterification), moreover two ideas that are conceptually indissolubly related, we compare in this interdisciplinary contribution the mutual other representations of the Flemish and Walloon movements in mid-nineteenth century Belgium, when the Flemish-Walloon antagonism appeared on the surface.
    [Show full text]
  • Painting in the Dutch Golden
    NATIONAL GALLERY OF ART | DIVISION OF EDUCATION Age Golden Dutch the in Painting DEPARTMENT OF EDUCATION PUBLICATIONS Painting in the Dutch Golden Age Classroom Guide Classroom Guide NATIO N AL GALLERY OF OF GALLERY AL A RT, WASHI RT, NATIONAL GALLERY OF ART NG WASHINGTON TO N Painting in the Dutch Golden Age Classroom Guide NATIONAL GALLERY OF ART, WASHINGTON Contents How to Use This Booklet 1 1 Profile of the Dutch Republic 3 BACKSTORY Topography 4 A Unique Land 5 The Challenges of Water Today 7 BACKSTORY Cities 8 Location, Location, Location 9 BACKSTORY Government 13 A New Republican Government 15 Parallels between Dutch and U.S. Independence 16 Terms, Supplemental Materials, and Other Resources 18 2 A Golden Age for the Arts 21 BACKSTORY 22 What Do You Know and What Can You See? 23 Why Do We Like It? 25 Forged! 27 Where We Look at Art 29 Stories behind the Art 29 Terms, Supplemental Materials, and Other Resources 30 3 Life in the City and Countryside 31 7 Portraiture 59 BACKSTORY 32 BACKSTORY 60 One Skater, Two Skaters... 35 Fashion, Attitude, and Setting — Then and Now 61 Seventeenth-Century Winters 36 What Might Each Picture Tell You about Terms and Other Resources 38 Its Subject? 63 Supplemental Materials and Other Resources 64 4 Landscape Painting 39 BACKSTORY 40 8 History Painting 65 Approaches to Landscape Painting 41 BACKSTORY 66 Narrative and Non-narrative Painting 43 Rembrandt and Biblical Stories 68 Terms and Supplemental Materials 44 Contrasting Narrative Strategies in History Painting 69 5 Genre Painting 45 Picturing the
    [Show full text]
  • Assimilation and Masquerade Self-Constructions of Indo-Dutch Women
    03 Pattynama (to/d) 29/6/00 8:26 am Page 281 Assimilation and Masquerade Self-Constructions of Indo-Dutch Women Pamela Pattynama UNIVERSITY OF AMSTERDAM ABSTRACT Drawing on postmodern feminist theories of culture and identity, this article explores a model of ‘masquerading’ instead of ‘assimilation’ in analysing self-constructions of migrant women of ‘mixed race’ living in the Netherlands. Rather than as assimilated objects, these migrant women, called Indo-Dutch women, are regarded as agents who effectively intervene in the construction of national identities through masquerading strategies and ways of communication. The article also shows how masquerading strategies form a part of the conflicted colonial history of Indo-Dutch women and as such constitute contemporary life narratives and identities. One incident in a life narrative is used as an example to illustrate different interpretations. KEY WORDS assimilation N Dutch colonialism N gender N masquerade N migration This article focuses on the persistent influence of the Dutch colonial past in postcolonial processes of identity formations. Drawing on postmodern feminist theories of culture and identity, it explores a model of ‘mas- querading’ instead of ‘assimilation’ in analysing self-constructions of migrant women of ‘mixed race’ living in the Netherlands.1 These migrant women are known as Indo-Dutch women. In the 1950s and 1960s about 300,000 Indo-Dutch people arrived in the Netherlands. They are the progeny of social-sexual encounters between male European colonizers and colonized Asian women during the 350 years of Dutch colonialism in the former East Indies (Indonesia). In the former colony, under very rigid colonial rule, Indo-Dutch had taken up an ambiguous, in-between position, distinct from and above the ‘natives’, but also subordinated in dominant, white society.
    [Show full text]
  • LECTURE – the History of Capitalism: How to Be Dutch, the Modern Way by Professor Maarten Prak 14 April 2015 * * * Introduct
    - LECTURE – The History of Capitalism: How to Be Dutch, The Modern Way By Professor Maarten Prak 14 April 2015 * * * Introduction I’m going to talk about politics, the economy and just a little bit about culture, and I want to start with culture. Some of you may have seen the Rembrandt exhibition at the National Gallery this autumn. I think it’s no coincidence that a museum like the National Gallery is willing to sponsor a major exhibition about a quite well known painter from the 17th century Netherlands. Rembrandt is a genius, there is no doubt about that, but he is also the representative of a huge number, hundreds, of sometimes well known, sometimes not so well known painters who were also active in his own day in the Netherlands. In England at the time there were perhaps only a few dozen artists working in the same field, so this already gives us a sense that the cultural sector in the 17th century Netherlands was big business. This cultural sector was the tip of the iceberg of a much larger economy that was also extremely dynamic and successful in that time: the Dutch Golden Age. So, what did that golden age look like? I will give you a sense of the history behind it and its various aspects, and then I would like to look at why all of this quite remarkable series of events actually took place. Themes and theories Three different theories might or might not help us to explain these events. One of those theories was proposed in the 1980s by Jonathan Israel.
    [Show full text]
  • Trapped by Narcissism: a Disillusioned Dutch Society Anna-Kay Brown Macalester College, [email protected]
    Macalester International Volume 30 The Macalester/Maastricht Essays Article 7 May 2012 Trapped by Narcissism: A Disillusioned Dutch Society Anna-Kay Brown Macalester College, [email protected] Follow this and additional works at: http://digitalcommons.macalester.edu/macintl Recommended Citation Brown, Anna-Kay (2012) "Trapped by Narcissism: A Disillusioned Dutch Society," Macalester International: Vol. 30, Article 7. Available at: http://digitalcommons.macalester.edu/macintl/vol30/iss1/7 This Article is brought to you for free and open access by the Institute for Global Citizenship at DigitalCommons@Macalester College. It has been accepted for inclusion in Macalester International by an authorized administrator of DigitalCommons@Macalester College. For more information, please contact [email protected]. Trapped by Narcissism: A Disillusioned Dutch Society Anna-Kay Brown I. Introduction The arrival of the well-celebrated and revered Sinterklaas on November 21, 2011, was marked by the brutal and cruel beating of a black man, Quinsy Gario of Curacao, who was forcefully dragged and thrown into the streets by the Dutch police for protesting the racist connotations of Black Pete. The man wore a stencilled T-shirt with the words “Zwarte Piet is racism” and, according to Dutch and Antillean newspapers and other media reports, he yelled “Zwarte Piet is racism” as the group of Black Petes passed by. The beating, videoed by a bystander and posted on YouTube,1 was both stomach turning and heart wrenching. It shows the police dragging Gario along the road, with the knees of two policemen pressed into his body. He cries, “It is my right to protest,”2 while “autochthones”3 Dutch stand by and watch.
    [Show full text]
  • The Dutch Atlantic and American Life: Beginnings of America in Colonial New Netherland
    City University of New York (CUNY) CUNY Academic Works Theses Lehman College 2021 The Dutch Atlantic and American Life: Beginnings of America in Colonial New Netherland Roy J. Geraci Lehman College City University of New York, [email protected] How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/le_etds/12 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] THE DUTCH ATLANTIC AND AMERICAN LIFE: BEGINNINGS OF AMERICA IN COLONIAL NEW NETHERLAND by ROY J. GERACI A master’s thesis submitteD to the GraDuate Faculty in history in partial fulfillment of the requirements for the Degree of Master of Arts, The City University of New York at Lehman College 2021 ©2021 ROY J. GERACI All Rights ReserveD 2 CUNY Lehman College The Dutch Atlantic and American Life: Beginnings of America in Colonial New Netherland by Roy J. Geraci Abstract Advisor: AnDrew Robertson SeconD ReaDer: Robert Valentine The Dutch colony of New NetherlanD was one of the earliest attempts at a non- inDigenous life on the east coast of North America. That colony, along with the United Provinces of the NetherlanDs anD Dutch Atlantic as a whole, playeD crucial roles in the Development of what woulD become the UniteD States. This thesis project examines the significance New NetherlanD helD in American history as well as explores topics which allow for new anD inclusive narratives of that history to reach further exploration.
    [Show full text]
  • Dutch and Slovaks Why Are We the Way We Are?
    Dutch and Slovaks Why are we the way we are? Meeting minutes Place: DVSK office, Bratislava, Slovakia Time August 11th Speaker: Abram Muller Audience: Jan Lamber Voortman and DVSK team (Peter Kobes, Peter Steiner, Martin Ret, Boško Milakovič, Milan Skuhra, Martin Michna, Marek Branický, Vladimír Janov) Author: Vladimír Janov Contents/Outline Purpose of the meeting and this document ........................................................................................... 3 Purpose of the meeting ...................................................................................................................... 3 Purpose of the document ................................................................................................................... 3 Who is Abram Muller? ............................................................................................................................ 4 Presentation ............................................................................................................................................ 5 Stereotypes ......................................................................................................................................... 5 Dutch culture ...................................................................................................................................... 6 Landscape ....................................................................................................................................... 6 History ............................................................................................................................................
    [Show full text]
  • Whose Golden Age? on a Term That's Not Fit for Purpose. Tom Van Der Molen
    Whose Golden Age? On A Term That's Not Fit For Purpose. Tom van der Molen In the Netherlands, the term Golden Age is widely used to refer to the period that roughly coincides with the seventeenth century. At that time the Republic of the Seven United Provinces was an economic and military world power. The term Golden Age became fashionable during the nineteenth century, when history was put into a nationalist context and the country had to unite, particularly around pride in heroes and supposed boom times. Now, two centuries later, that pride is fiercely criticized. Nineteenth-century monuments and street names that put this period and its heroes on a pedestal are being attacked. Even though it's subject to criticism, the term Golden Age is meanwhile still being used, including by the museum where I work as a curator—the Amsterdam Museum. We use that term routinely, primarily because it's become so embedded that everyone seems to understand what it's about. The term has a long history, however, and consequently a variety of associations. It's time to explore those associations and ask why we still use the term. And whether that's still a good idea. My Golden Age I'm an art historian specializing in seventeenth-century painting. My job in the Amsterdam Museum has exposed me to subjects far from art and far from that century, but my base remains Amsterdam, painting and the seventeenth century. I used the term ‘Golden Age’ all the time myself. It was the name of courses I took as a student; I came across the term in books and exhibitions and was never challenged to review it critically.
    [Show full text]
  • Language Use in Brussels and the Position of Dutch Some Recent Findings Taalgebruik in Brussel En De Plaats Van Het Nederlands
    Brussels Studies La revue scientifique pour les recherches sur Bruxelles / Het wetenschappelijk tijdschrift voor onderzoek over Brussel / The Journal of Research on Brussels Collection générale | 2008 Language use in Brussels and the position of Dutch Some recent findings Taalgebruik in Brussel en de plaats van het Nederlands. Enkele recente bevindingen L’usage des langues à Bruxelles et la place du néerlandais. Quelques constatations récentes Rudi Janssens Translator: Kathleen Ferny Electronic version URL: http://journals.openedition.org/brussels/520 DOI: 10.4000/brussels.520 ISSN: 2031-0293 Publisher Université Saint-Louis Bruxelles Electronic reference Rudi Janssens, « Language use in Brussels and the position of Dutch », Brussels Studies [Online], General collection, no 13, Online since 07 January 2008, connection on 03 July 2020. URL : http:// journals.openedition.org/brussels/520 ; DOI : https://doi.org/10.4000/brussels.520 Licence CC BY the e-journal for academic research on Brussels www.brusselsstudies.be issue 13, 2008 January the 7th Rudi Janssens Language use in Brussels and the position of Dutch. A b s t r a c t The multilingual character of the population, the Some recent findings number of mixed-language families and the fact that more and more people in Brussels are using Translation: Kathleen Ferny services of both traditional language communities is making it increasingly difficult to link a person to a specific language community in Brussels. The linguistic landscape is also becoming more com- plicated in itself. French definitely remains the lingua franca and the youths who are born in Brussels with an “allochtonous” background are Introduction increasingly shifting to the use of French in their new family units.
    [Show full text]
  • Dutch. a Linguistic History of Holland and Belgium
    Dutch. A linguistic history of Holland and Belgium Bruce Donaldson bron Bruce Donaldson, Dutch. A linguistic history of Holland and Belgium. Uitgeverij Martinus Nijhoff, Leiden 1983 Zie voor verantwoording: http://www.dbnl.org/tekst/dona001dutc02_01/colofon.php © 2013 dbnl / Bruce Donaldson II To my mother Bruce Donaldson, Dutch. A linguistic history of Holland and Belgium VII Preface There has long been a need for a book in English about the Dutch language that presents important, interesting information in a form accessible even to those who know no Dutch and have no immediate intention of learning it. The need for such a book became all the more obvious to me, when, once employed in a position that entailed the dissemination of Dutch language and culture in an Anglo-Saxon society, I was continually amazed by the ignorance that prevails with regard to the Dutch language, even among colleagues involved in the teaching of other European languages. How often does one hear that Dutch is a dialect of German, or that Flemish and Dutch are closely related (but presumably separate) languages? To my knowledge there has never been a book in English that sets out to clarify such matters and to present other relevant issues to the general and studying public.1. Holland's contributions to European and world history, to art, to shipbuilding, hydraulic engineering, bulb growing and cheese manufacture for example, are all aspects of Dutch culture which have attracted the interest of other nations, and consequently there are numerous books in English and other languages on these subjects. But the language of the people that achieved so much in all those fields has been almost completely neglected by other nations, and to a degree even by the Dutch themselves who have long been admired for their polyglot talents but whose lack of interest in their own language seems never to have disturbed them.
    [Show full text]
  • Jo Spier, Dutch National Identity, and the Marshall Plan in the Netherlands
    Educating the Nation: Jo Spier, Dutch National Identity, and the Marshall Plan in the Netherlands Mathilde Roza Introduction In the visual history of the Marshall Plan, the image of a Dutchman climbing the U.S. Dollar sign to a more prosperous future is well-known and holds a prominent place in the history of the Marshall Plan to the Netherlands. The iconic image (see figure 1) appeared on the cover of a small booklet, Het Marshall-Plan en U (The Marshall Plan and You) which had been designed and illustrated by Dutch artist Jo Spier, a well- known and highly popular illustrator in the Netherlands in the period before WWII, and regarded by many as one of the best, if not the best, illustrator of his time (Van der Heyden 13). Published in November 1949, the booklet saw a second edition in March 1950, a third one in May of the same year, and reached an estimated 2,5 mil- lion Dutch people (one- fourth of the Dutch population at that time).1 Also, after its successful appearance in the Netherlands, the booklet was trans- lated into English2 and was used in the United States to a very similar pur- pose: while the Dutch were being educated about the benefits of accepting American aid and the necessity for European cooperation, the American people, many of whom were opposed to the project, likewise needed to be educated on the goals and practices of the Marshall Plan and persuaded 1 The booklet’s success is also illustrated by the fact that an exhibition on the Marshall Plan in the Netherlands, which opened in Amsterdam in early 1951, was entitled “Het Marshall- Plan en U” (See for instance IJmuider Courant, 5 maart 1951, 2.
    [Show full text]