Language awareness and language attitudes towards Netherlandic and Belgian Dutch among ...

321 Pages·2013·4.92 MB·English

Robertus de Louw
Language awareness and language attitudes towards
Netherlandic and Belgian Dutch
among Polish students of Dutch

Praca doktorska napisana
na Wydziale Anglistyki
Uniwersytetu im. Adama Mickiewicza
pod kierunkiem dr hab. Anny Ewert

Poznań, 2013
Imię i nazwisko ROBERTUS DE LOUW
Kierunek i specjalność FILOLOGIA
Wydział ANGLISTYKI
Promotor DR HAB. ANNA EWERT
1. Oryginalny tytuł pracy doktorskiej
LANGUAGE AWARENESS AND LANGUAGE ATTITUDES TOWARDS
NETHERLANDIC AND BELGIAN DUTCH AMONG POLISH STUDENTS OF
DUTCH
2. Tłumaczenie tytułu pracy doktorskiej
a) na język polski (w przypadku prac napisanych w języku obcym)
ŚWIADOMOŚĆ JĘZYKOWA I STOSUNEK DO HOLENDERSKIEJ I
BELGIJSKIEJ ODMIANY JĘZYKA NIDERLANDZKIEGO WŚRÓD POLSKICH
STUDENTÓW NIDERLANDYSTKI
b) na język angielski (w przypadku prac napisanych w języku innym niż język angielski)
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Podpis promotora
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Podpis autora
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Miejsce i data
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Poznań, dnia ............................

OŚWIADCZENIE

Ja, niżej podpisany ROBERTUS DE LOUW pracownik
Wydziału ANGLISTYKI Uniwersytetu im. Adama Mickiewicza w Poznaniu
oświadczam, że przedkładaną rozprawę doktorską pt:
LANGUAGE AWARENESS AND LANGUAGE ATTITUDES TOWARDS
NETHERLANDIC AND BELGIAN DUTCH AMONG POLISH STUDENTS OF
DUTCH
napisałem samodzielnie. Oznacza to, że przy pisaniu rozprawy, poza niezbędnymi
konsultacjami, nie korzystałem z pomocy innych osób, a w szczególności nie zlecałem
opracowania rozprawy lub jej części innym osobom, ani nie odpisywałem tej rozprawy
lub jej części od innych osób.
Oświadczam również, że egzemplarz rozprawy doktorskiej w formie wydruku
komputerowego jest zgodny z egzemplarzem rozprawy doktorskiej w formie
elektronicznej.
Jednocześnie przyjmuję do wiadomości, że gdyby powyższe oświadczenie
okazało się nieprawdziwe, decyzja o wydaniu mi dyplomu zostanie cofnięta.

(czytelny podpis)

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Table of contents

TABLE OF CONTENTS ………………………………………………….………….. 4
LIST OF TABLES …………………………………………………………….…….… 8
LIST OF FIGURES ……………………………………………………………….…. 13
INTRODUCTION …………………………………………………………………… 14
CHAPTER 1: LANGUAGE AWARENESS ……………………………………….. 20
1.1. INTRODUCTION …………………………………………………..………... 20
1.2. DEFINITIONS AND TERMINOLOGY ……………………………..………. 21
1.3. HISTORICAL BACKGROUND ……………………………………………... 23
1.4. THE SCOPE OF LANGUAGE AWARENESS …………………………........ 26
1.4.1. The domains of LA ………………………………………………………..... 26
1.4.2. Alternatives names for or approaches to language awareness ………….… 27
1.4.2.1. Critical Language Awareness (CLA) ………………………..………… 28
1.4.2.2. Knowledge About Language (KAL) ………………………………...… 29
1.4.2.3. Teacher Language Awareness (TLA) ………………………………….. 30
1.5. EXPLICIT KNOWLEDGE VERSUS IMPLICIT KNOWLEDGE ………....... 30
1.5.1. Definitions and scope ……………………………………………….....…… 30
1.5.2. Distinguishing between explicit and implicit knowledge …………………... 33
1.5.3. The relationship between explicit and implicit knowledge and the role of
consciousness …………………………………..…………………………………... 35
1.5.3.1. The interface hypothesis ……………………………..……………….… 35
1.5.3.2. Paradis’ criticism of N. Ellis, Larsen-Freeman and R. Ellis …………..... 37
1.5.3.3. Consciousness and consciousness-raising …………………..………..… 39

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1.5.3.4. Examples of studies examining the relationship between explicit and
implicit knowledge …………………………………………………………….…. 42
1.5.3.5. Measuring explicit and implicit knowledge ……………..…………...… 45
1.6. AIMS OF LA ……………………………………….………………………… 46
1.7. CONCLUSION ………………………………………………...…………...… 48
CHAPTER 2: LANGUAGE ATTITUDES ………………………………………… 49
2.1. INTRODUCTION …………………………………………………………..... 49
2.2. BASIC CONCEPTS IN RESEARCH ON LANGUAGE ATTITUDES …….. 50
2.2.1. Definitions ………………………………………………………………….. 50
2.2.2. Attitudes versus related terms ……………………………………………… 52
2.2.3. Two approaches to (language) attitudes …………………………………... 54
2.2.4. The structure of attitudes …………………………….…………………….. 55
2.2.5. Attitudes and behavior …………………..…………………………………. 57
2.2.5.1. The link between attitudes and behavior ……………………………..… 58
2.2.5.2. When attitudes predict behavior ………………………..………………. 59
2.2.5.3. How attitudes predict behavior ……………..……………...…………… 60
2.2.6. Other characteristics of (language) attitudes ………………...…….……… 65
2.2.7. Attitudes to language ……………………………..………………..…….… 66
2.2.8. Determinants of language attitudes ……………………………………...… 69
2.3. MEASURING (LANGUAGE) ATTITUDES ………...……………………… 71
2.3.1. General overview ………………………………………...…………..…..… 71
2.3.2. Analysis of societal treatment ………………………………..…………..… 72
2.3.3. Direct measures ……………………………..…………………..……….… 73
2.3.4. Indirect measures – matched and verbal guise studies ………………….… 75
2.3.5. Criteria, problems and solutions ……………………………..………….… 77
2.4. CONCLUSION ……………………………………………...……..…………. 77
CHAPTER 3: NETHERLANDIC VERSUS BELGIAN DUTCH ……………...… 80
3.1. INTRODUCTION ………………….……………………...………………..… 80
3.2. THE STORY BEHIND DUTCH AND FLEMISH ………...……………….… 83
3.3. DIFFERENCES BETWEEN NETHERLANDIC AND BELGIAN DUTCH
…………...…………………...…………...…………………...………...…………… 85
3.3.1. Grammar …………………………………………………………………… 86
3.3.2. Lexis ………...…………………...………...……………………………….. 89
3.3.3. Phonology ………...…………………...………...………………….……… 96

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3.4. DUTCH STUDIES AT ADAM MICKIEWICZ UNIVERSITY
……….….…...………….….…...………….….…...………….….…...…………..… 98
3.5. CONCLUSION ………………………………………………...…………...… 99
CHAPTER 4: AWARENESS AND ATTITUDES AMONG POLISH STUDENTS
OF DUTCH: HYPOTHESES AND METHODS ………..……………………….. 101
4.1. INTRODUCTION ………………….…………………...…....……………… 101
4.2. PARTICIPANTS AND SAMPLING PROCEDURES ……..……..………… 104
4.3. MATERIALS AND PROCEDURE …………………………….…………… 111
4.3.1. Session One – the questionnaire …………………………………..……… 111
4.3.1.1. Part One of the questionnaire – reading ………………………………. 112
4.3.1.2. Part One of the questionnaire – watching and listening …………….… 112
4.3.1.3. Part One of the questionnaire – contact with the Netherlands and Flanders
…………………..……………………………………………………………..… 113
4.3.1.4. Part One of the questionnaire – language preferences ………………… 113
4.3.1.5. Part Two of the questionnaire – what participants think of the Dutch and
the Flemish ………………………………………...………………………….… 114
4.3.1.6. Part Three of the questionnaire – information about the participants … 117
4.3.2. Session Two – speakers of Dutch and Flemish reading the same text …... 118
4.3.2.1. The text ………...…………..………………………………………..… 118
4.3.2.2. The recordings …………………..……………..……………………… 121
4.3.2.3. The tasks ……………………………..…………………….………….. 123
4.3.3. Session Three – Dutch and Flemish actors playing the same roles ……... 124
4.3.3.1. The recordings and the films ……………………...…….……………... 125
4.3.3.2. The tasks ……………………………………………...……………….. 127
4.3.4. Pilot study …………………………………………………...…...……..… 129
CHAPTER 5: AWARENESS AND ATTITUDES AMONG POLISH STUDENTS
OF DUTCH: RESULTS AND DISCUSSION ………..…………………………... 133
5.1. INTRODUCTION ………………….…………………...…...………………. 133
5.2. RESULTS – SESSION ONE (THE QUESTIONNIARE) …………………... 133
5.2.1. Part One of the questionnaire …………………………….…………….… 134
5.2.1.1. Reading …………………………………………………………………134
5.2.1.2. Watching …………………………………………………………….… 136
5.2.1.3. Listening ………………………………………………………………. 138
5.2.1.4. Contacts with the Netherlands and Flanders ………………………….. 140

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5.2.1.5. Language preferences …………………………………………………. 143
5.2.2. Part Two of the questionnaire …………………………….………............ 147
5.2.3. Part Three of the questionnaire …………………………………………... 159
5.3. RESULTS – SESSION TWO (SPEAKERS OF DUTCH AND FLEMISH
READING THE SAME TEXT) ………………………………………………….... 159
5.3.1. Task One ………………………………………………..………………… 160
5.3.2. Task Two …………………………………………………..……………… 168
5.4. RESULTS – SESSION THREE (DUTCH AND FLEMISH ACTORS PLAYING
THE SAME ROLES) …………………………………………………...………...... 178
5.4.1. Task One ………………………………..………………………………… 178
5.4.2. Task Two …………………………………..……………………………… 182
5.5. ON HOW RELEVANT TASKS AND QUESTIONS FROM SESSIONS ONE,
TWO AND THREE OF THE STUDY COMPARE ………………………………. 192
5.6. SUMMARY AND DISCUSSION OF RESULTS ……………………..……... 199
5.6.1. Introductory comments ………..………………………………..………… 199
5.6.2. Language awareness …………….…………………………………...…… 201
5.6.3. Language attitudes …….………………………………….………………. 206
5.6.4. Influence on language awareness and language attitudes ……………….. 212
5.6.5. Applying a multiple-method approach to (measuring) language attitdues . 216
5.6.6. Pedagogical implications …….……………………………………..……. 216
5.6.7. Limitations and recommendations for futher research …….……….…...... 220
5.7. CONCLUSION ……………………..……………………………………….… 224
CONCLUSIONS …..……………………………………………………………...… 225
SUMMARY IN POLISH (STRESZCZENIE) ..…………………………………... 232
REFERENCES …………………………………………………………………...… 235
APPENDIX A: SESSION ONE: THE QUESTIONNAIRE ……………….......… 255
APPENDIX B: THE TEXT ………………………………………………………... 270
APPENDIX C: SESSION TWO: TASKS ONE AND TWO …………………….. 272
APPENDIX D: SESSION THREE: TASKS ONE AND TWO ………...………... 275
APPENDIX E: RESULTS AND RESPONSES OF INDIVIDUAL PARTICIPANTS
…………………………………………………………………………….………..… 278
CD-ROM: SESSIONS TWO AND THREE: RATINGS ON ALL INDIVIDUAL
SPEAKERS IN TASKS ONE AND TWO ……..…………………………… attached

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List of tables

Table 1. Distinguishing implicit and explicit knowledge …………………………...… 33
Table 2. Examples of diminutive suffixes in Netherlandic and Belgian Dutch ………. 87
Table 3. Examples of French words and phrases as used in Belgian Dutch with their
(Standard) Dutch and French equivalents …………………………………………….. 90
Table 4. Examples of pure forms of Belgian Dutch words with their (Standard) Dutch
and French equivalents ………………………………………………………………... 91
Table 5. Examples of words and phrases as used in Belgian Dutch dialects with their
(Standard) Dutch equivalents …………………………………………………………. 91
Table 6. Examples of archaic words and phrases as used in Belgian Dutch with their
(Standard) Dutch equivalents and examples of how they are still used in (Standard)
Dutch in set or idiomatic expressions ……………………………………………….… 92
Table 7. Examples of formal, neutral and informal words as used in Belgian Dutch … 93
Table 8. Examples of words and phrases used by students in the Netherlands and in
Flanders with their (Standard) Dutch equivalents …………………………………..… 94
Table 9. Examples of pairs of words as used Belgian Dutch and Netherlandic Dutch .. 94
Table 10. Examples of words and phrases that are typically Belgian Dutch with either
their Netherlandic Dutch equivalents or appropriate descriptions ………………….… 95
Table 11. Pronunciation of ‘uiteindelijk’ and ‘onafhankelijk’ in Netherlandic and
Belgian Dutch …………………………………………………………………………. 97
Table 12. Some typical phonetic differences between Netherlandic and Belgian Dutch
…………………………………………………………………………………………. 98
Table 13. Self-assessed proficiency in other foreign languages according to gender and
overall – beginners ………………………………………..…………………………. 106

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Table 14. Influence of different ways of learning languages – female beginners …… 107
Table 15. Influence of different ways of learning languages – male beginners ……... 108
Table 16. Self-assessed proficiency in other foreign languages according to gender and
overall – advanced learners ………………………...………………………………... 109
Table 17. Influence of different ways of learning languages – female advanced learners
…………………………………………………………………..………………….… 110
Table 18. Influence of different ways of learning languages – male advanced learners
………………………………………………………………………………..…….… 110
Table 19. List of pairs of adjectives representing 18 personality traits ……………… 114
Table 20. Pairs of adjectives grouped under 6 headings …………………………..… 115
Table 21. List of adjectives and their definitions, including English translations …... 116
Table 22. List of phonetic hints in the text Nederlandse paars-plus onderhandelingen
worden moeilijk [Dutch purple-plus negotiations are becoming difficult] ………..… 120
Table 23. Features of the recorded material (session two) ………………………...… 122
Table 24. Features of the recorded material (session three) ……………………….… 126
Table 25. Changes applied as a result of the pilot study …………………………..… 130
Table 26. Assessment of Flemish and Dutch on 5 qualities (pleasant to listen to, easy to
learn, easy to understand, rich in vocabulary, rich in grammar structures) in the first part
of the questionnaire ………………………………………………………………..… 144
Table 27. Assessment of (spoken and written) Dutch by beginners (N = 19) and
advanced learners (N = 15) in part one of the questionnaire …………………….…... 144
Table 28. Assessment of (spoken and written) Flemish by beginners (N = 19) and
advanced learners (N = 15) in part one of the questionnaire ………………………… 144
Table 29. Assessment of (spoken and written) Dutch by female participants (N = 18) and
male participants (N = 16) in part one of the questionnaire …………………………. 145
Table 30. Assessment of (spoken and written) Flemish by female participants (N = 18)
and male participants (N = 16) in part one of the questionnaire ……………..……… 145
Table 31. Assessment of the Dutch by beginners and advanced learners in the second
part of the questionnaire ……………………………………………………………....148
Table 32. Assessment of the Flemish by beginners and advanced learners in the second
part of the questionnaire ……………………………………………………………... 149
Table 33. Assessment of the Dutch by female and male participants in the second part of
the questionnaire ……………………………………………..……………….……… 150

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Table 34. Assessment of the Flemish by female and male participants in the second part
of the questionnaire …………………………………………………………...…...… 152
Table 35. The Dutch vs. the Flemish on all adjectives in the second part of the
questionnaire – correlations ………………………………………………………..… 152
Table 36. The Dutch on adjectives and corresponding definitions in the second part of
the questionnaire – correlations ……………………………………………………… 155
Table 37. The Flemish on adjectives and corresponding definitions in the second part of
the questionnaire – correlations ……………………………………....……………… 156
Table 38. The Dutch vs. the Flemish on all definitions in the second part of the
questionnaire – correlations …………………………………………..……………… 158
Table 39. Comparison of all the adjectives when grouped under 5 headings. Session
One. Mean scores for each group standardized in Statistica. Correlations and t-test .. 159
Table 40. Summary of recognitions of the language – mean scores for female and male
beginners ……………………………………………………………………..……… 160
Table 41. Summary of recognitions of the language – mean scores for female and male
advanced learners ………………………………………………………………….… 161
Table 42. Statistical analysis of the number of recognitions in session two of the study –
according to level of proficiency …………………………………………………….. 162
Table 43. Statistical analysis of the number of recognitions in session two of the study –
according to gender ………………………………………………………...…...…… 162
Table 44. Correct age identifications by beginners (females N = 9, males N = 10) …. 164
Table 45. Correct age identifications by advanced learners (females N = 9, males N = 6)
………………………………………………………………………...……………… 165
Table 46. Summary of all correct recognitions, i.e. recognitions of the language, gender
and age in task 1 of session two – beginners ………………………………………… 166
Table 47. Summary of correct recognitions of the language, gender and age in task 1 of
session two – advanced learners …………………………….………………..……… 167
Table 48. Assessment of Flemish and Dutch on 4 qualities (the speaker spoke clearly or
unclearly, carefully or carelessly, nicely or not nicely, comprehensibly or
incomprehensibly) – session two, task 1, question 4 ………………………………… 167
Table 49. All Netherlandic Dutch speakers in the second task of session two – beginners
and advanced learners …………………………………………...………………...… 168
Table 50. All Belgian Dutch speakers in the second task of session two – beginners and
advanced learners ………………………………………………………...………….. 170

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