Dutch Language Proficiency of Turkish Children Born in the Netherlands

Josine A. Lalleman

• Publisher: De Gruyter Mouton
• Year: 2011
• ISBN:
  9783110859997
• Edition: 1
• Topic: Languages & Linguistics
• Subtopic: Linguistics
• Index: Languages & Linguistics

Table of contents

• ACKNOWLEDGEMENTS
• LIST OF ABBREVIATIONS
• CHAPTER 1 GENERAL INTRODUCTION
• 1. Background to the study and research questions
• 2. Subjects
• 3. Data and data processing
• 3.1. The language samples
• 3.2. The social and socio-psychological material
• 4. The functional paradigm; basic principles and concepts of Functional Grammar
• 4.1. Introduction
• 4.2. Outline of FG
• CHAPTER 2 ORAL DUTCH LANGUAGE PROFICIENCY OF TURKISCH CHILDREN BORN IN THE NETHERLANDS: Overall results
• 1. Introduction
• 2. The Tests
• 2.1. Morphology Test
• 2.2. Imitation Test
• 2.2.1. IT: Morphological Features
• 2.2.2. IT: Syntactic Features
• 2.2.3. IT: Semantic Features
• 2.3. Comprehension Test
• 3. Spontaneous Speech
• 3.1. Morphological Features
• 3.1.1. Verb Conjugation
• 3.1.2. Personal pronouns
• 3.1.3. Prepositions
• 3.1.4. Articles
• 3.2. Syntactic Features
• 3.3. Semantic Features
• 3.3.1. Informational Units
• 3.3.2. Semantic Category Agreement
• 3.3.3. Vocabulary
• 4. Summary and Establishment of an overall level of linguistic proficiency
• 4.1. Summary
• 4.2. Establishment of an overall level of linguistic proficiency
• 5. Conclusion
• CHAPTER 3 MORPHOLOGICAL PROFICIENCY: L1 and L2 development of the verbal predicate
• 1. Introduction
• 2. The Dutch tense system
• 3. Developmental sequences in L1 acquisition of the verbal predicate
• 4. Method of Analysis
• 5. L2 acquisition of the Dutch tense system
• 6. L2 acquisition of the present tense conjugation rule
• 7. L2 acquisition of the past participle and the past tense
• 7.1. Past Participle
• 7.2. Past Tense
• 8. Summary and discussion
• CHAPTER 4 SYNTACTIC PROFICIENCY: Complexity and correctness of utterances
• 1. Introduction
• 2. Word order properties of Dutch declarative main clauses
• 2.1. Complete Utterances
• 2.2. Elliptical Utterances
• 2.3. Spoken Dutch
• 3. The FG pattern of Dutch main clauses
• 4. Method of Analysis
• 5. Complexity
• 5.1. Length of Utterances
• 5.2. Structural diversity
• 5.2.1. One-constituent utterances
• 5.2.2. Two-constituent utterances
• 5.2.3. Three-constituent utterances
• 5.2.4. Four-constituent utterances
• 5.2.5. Five-, six-, and seven-constituent utterances
• 5.2.6. Conclusion
• 5.3. Summary
• 6. Correctness
• 6.1. Acceptable spoken Dutch patterns
• 6.1.1. Utterances starting with the finite verb
• 6.1.2. Utterances with a constituent added to a complete predication
• 6.1.3. Utterances with a noun directly followed by its corresponding demonstrative
• 6.1.4. Frequency of occurrence of acceptable spoken Dutch patterns
• 6.1.5. Conclusion
• 6.2. Utterances without subject and/or without verb
• 6.3. Utterances with a deviant word order pattern
• 6.3.1. Verb Final and V3
• 6.3.2. Utterances with the subject or verb in two different positions
• 6.3.3. Object Final and incorrect joint VfVi
• 6.3.4. Conclusion
• 6.4. Summary
• 7. Overall level of syntactic proficiency of the Turkish children
• CHAPTER 5 SEMANTIC PROFICIENCY: The communication of perceptual experiences
• 1. Introduction
• 2. A Functional Grammar of narratives
• 3. The analysis of the Banana-story
• 3.1. Introduction
• 3.2. The establishment of a basic text
• 3.3. A functional Analysis of the basic text
• 4. How the Dutch and Turkish children communicate perceptual experiences
• 4.1. Basic and Individual Story Fund
• 4.2. Semantic functions
• 4.3. Linguistic form of the Informational Units
• 4.4. Setting
• 4.5. Order of events
• 5. Summary and discussion
• CHAPTER 6 THE INFLUENCE OF SOCIAL AND SOCIO-PSYCHOLOGICAL FACTORS ON SECOND LANGUAGE PROFICIENCY
• 1. Introduction
• 2. Data gathering and Method of Analysis
• 3. General information
• 4. Social Distance
• 4.1. Introduction
• 4.2. Visits to/from Dutch people
• 4.3. Visits to/from Dutch children
• 4.4. Chats with neighbours
• 4.5. Help from neighbours
• 4.6. Contact with Dutch colleagues (father)
• 4.7. Contact with Dutch colleagues (mother)
• 4.8. Knowledge of Dutch politics
• 4.9. Squatting
• 4.10.Dutch papers
• 4.11.Overview of the results
• 5. Cultural Distance
• 5.1. Introduction
• 5.2. Ritual Prayers
• 5.3. Koran
• 5.4. Fasting
• 5.5. Religious Feasts
• 5.6. Alcohol
• 5.7. Marriage
• 5.8. Marriage Giving
• 5.9. Bars and Discotheques
• 5.10.Clothing (1)
• 5.11.Clothing (2)
• 5.12.Turkish language
• 5.13.Longing for Turkey
• 5.14.Return to Turkey
• 5.15.Turkish Food
• 5.16.Turkish music
• 5.17.Overview of the results
• 6. Psychological Distance
• 6.1. Introduction
• 6.2. Discrimination at work
• 6.3. Discrimination in finding a house
• 6.4. Discrimination at school
• 6.5. Discrimination by the Dutch population in general
• 6.6. Discrimination by the Dutch government
• 6.7. Overview of the results
• 7. Discussion
• APPENDICES 1A: The Morphology Test
• 1B: The Imitation Test
• 1C: The Comprehension Test
• 1D: The Conversation Sample (CS), the questions concerning the CS, and the questions relating to the CS
• 2 : Levels of Proficiency in Dutch of the individual Turkish children, with respect to 25 variables separately
• 5A: Transcribed text of the writers' version of the Banana-story
• 5B: Four versions of the Banana-story as told by the children
• 6A: Conversation with Hakan's parents (Turkish)
• 6B: Conversation with Hakan's parents (Dutch)
• 6C: Profile of Hakan's family
• REFERENCES
• SUBJECT INDEX