Dutch Language Proficiency of Turkish Children Born in the Netherlands

Name: Dutch Language Proficiency of Turkish Children Born in the Netherlands
Brand: De Gruyter Mouton
Price: 119.95 EUR
Availability: OnlineOnly

Josine A. Lalleman(Author)

De Gruyter Mouton (Publisher)

1st Edition

Published on 2. May 2011

XVI, 237 pages

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978-3-11-085999-7 (ISBN)

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Intro
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
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Dutch Language Proficiency of Turkish Children Born in the Netherlands

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