Marjolijn Verspoor
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View article: Learning Russian Through Films
Learning Russian Through Films Open
‘Learning Russian through films A2-B1’is an open online textbook. It combines task-, content- and film-based learning approaches, contextualised via films depicting Soviet everyday life in the 1950-1980s.
View article: Disambiguating Complexity: From CAF to CAFIC: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview”
Disambiguating Complexity: From CAF to CAFIC: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview” Open
In their position paper, Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview, the authors propose to reserve the term "complexity" for absolute structural complexity and "difficulty" for othe…
View article: Longitudinal Development of Holistic Formulaicity, Formulaic Sequences, and Lexical Complexity in Sojourner Diaries: A Dynamic Usage‐Based Perspective
Longitudinal Development of Holistic Formulaicity, Formulaic Sequences, and Lexical Complexity in Sojourner Diaries: A Dynamic Usage‐Based Perspective Open
Because of authentic exposure, study‐abroad sojourners are expected to become more proficient in terms of holistic formulaicity (defined as targetlike language use of intensifiers, fillers, multiword sequences, lexical features, verb–argum…
View article: Complex dynamic systems theory as a foundation for process-oriented research on second language development
Complex dynamic systems theory as a foundation for process-oriented research on second language development Open
In the past decades, complex dynamic systems theory (CDST) has been used as an important framework for studying second language development. CDST is a metatheory of change and focuses on processes. Even though it has been broadly accepted …
View article: Long-term effects of structure-based versus dynamic usage-based instructional programs for French
Long-term effects of structure-based versus dynamic usage-based instructional programs for French Open
This study compares the effects of two instructional programs on speaking, listening, reading and writing skills after six years of instruction. The first is based on dynamic usage-based (DUB) principles, with a great deal of exposure and …
View article: Structure-based Versus Dynamic Usage-based Instruction
Structure-based Versus Dynamic Usage-based Instruction Open
In the Netherlands, teaching programs for French as a foreign language in secondary school usually involve an explicit focus on grammar. This is partially motivated by early findings in SLA research, which showed that explicit instruction …
View article: Communicative language teaching: Structure-Based or Dynamic Usage-Based?
Communicative language teaching: Structure-Based or Dynamic Usage-Based? Open
Although communicative language teaching (CLT) was thought to have revolutionized classroom practice, there are “weak” and “strong” versions (Howatt, 1984). Most foreign language classrooms in the world still favor weak versions with struc…
View article: Variation and variability in L2 learning trajectories: Learning the Finnish existential construction
Variation and variability in L2 learning trajectories: Learning the Finnish existential construction Open
Taking an onomasiological approach and a dynamic usage-based perspective, this study explores how four beginning L2 learners of Finnish develop in expressing existentiality (‘there is something somewhere’) before and after instruction. Dat…
View article: L2 Writing Processes of Language Learners IN INDIVIDUAL AND COLLABORATIVE WRITING CONDITIONS
L2 Writing Processes of Language Learners IN INDIVIDUAL AND COLLABORATIVE WRITING CONDITIONS Open
This chapter presents an overview of the major historical lines and current contributions to research into second language writing processes in individual and collaborative writing conditions, hence including computer-supported collaborati…
View article: <i>Parlez-vous francais?</i> Effects of structure-based versus dynamic-usage-based approaches on oral proficiency
<i>Parlez-vous francais?</i> Effects of structure-based versus dynamic-usage-based approaches on oral proficiency Open
We investigated the effectiveness of two different teaching methods based on two different theoretical views of how languages are learned in oral proficiency after three years of L2 French instruction. The first method is commonly used in …
View article: The dynamics of reading development in L2 English for academic purposes
The dynamics of reading development in L2 English for academic purposes Open
In a mixed-methods approach, this study investigates the complex and dynamic developmental trajectories of 27 Chinese Chemistry major undergraduates’ English academic reading ability. Twelve parallel tests were designed, validated, and use…
View article: Measures of variability in transitional phases in second language development
Measures of variability in transitional phases in second language development Open
This paper investigates measures of change to help demonstrate the necessity of variability as a developmental mechanism for advancing different features of L2 learning (related here primarily to writing, but also to reading) with a partic…
View article: Variability as normal as apple pie
Variability as normal as apple pie Open
In recent studies in second language (L2) development, notably within the focus of Complex Dynamic Systems Theory (CDST), non-systematic variation has been extensively studied as intra-individual variation, which we will refer to as variab…
View article: L2 Developmental Measures from a Dynamic Perspective
L2 Developmental Measures from a Dynamic Perspective Open
An important objective of research in Second Language Acquisition has been to find a simple and reliable way to quantify second language use. Corpora have provided a crucial source of information for these studies. In spite of many attempt…
View article: Complex Dynamic Systems Theory (CDST)
Complex Dynamic Systems Theory (CDST) Open
Within the field of Applied Linguistics, the two terms Complex Systems and Dynamic Systems Theory are both used. Complexity and Dynamic Systems Theory (CDST) has provided a powerful framework to study the developmental processes in second …
View article: Mandarin vocabulary growth, teacher qualifications and teacher talk in child heritage language learners
Mandarin vocabulary growth, teacher qualifications and teacher talk in child heritage language learners Open
Teacher talk has been found to significantly affect children’s early language development during shared book reading; however, the mechanism of such influence remains unclear. The current study has zoomed in on vocabulary development in Ma…
View article: MEASURING LONGITUDINAL WRITING DEVELOPMENT USING INDICES OF SYNTACTIC COMPLEXITY AND SOPHISTICATION
MEASURING LONGITUDINAL WRITING DEVELOPMENT USING INDICES OF SYNTACTIC COMPLEXITY AND SOPHISTICATION Open
Measures of syntactic complexity such as mean length of T-unit have been common measures of language proficiency in studies of second language acquisition. Despite the ubiquity and usefulness of such structure-based measures, they could be…
View article: Preface
Preface Open
The present handbook constitutes Volume 18 of the De
View article: Learning an L2 and L3 at the same time: help or hinder?
Learning an L2 and L3 at the same time: help or hinder? Open
There is quite a bit of evidence showing that the experience of learning an L2 will help in learning an L3, but as far as we know, very little research has investigated the possible impact of L3 learning on the already existing and still d…
View article: Lexically specific vs. productive constructions in L2 Finnish
Lexically specific vs. productive constructions in L2 Finnish Open
It is assumed from a usage-based perspective that learner language constructions emerge from natural language use in social interaction through exemplar learning. In L1, young learners have been shown to develop their constructions from le…
View article: Dynamic Usage-based Principles in the Development of L2 Finnish Evaluative Constructions
Dynamic Usage-based Principles in the Development of L2 Finnish Evaluative Constructions Open
This study investigates the formal verbalizations of evaluation used by four beginning L2 learners of Finnish from a dynamic usage-based perspective. Longitudinal data collected weekly were used to investigate what kind of constructions le…
View article: Effectiveness of a dynamic usage based computer assisted language program
Effectiveness of a dynamic usage based computer assisted language program Open
The current paper explores whether a Dynamic Usage Based (DUB) approach – which takes authentic meaningful language use with repetition and scaffolding for comprehension as its basis – can also be implemented in a CALL environment. The eff…
View article: Juggling ideals and constraints
Juggling ideals and constraints Open
In bilingual streams in the Netherlands, school subjects are taught in an additional language so that pupils learn both subject content and the target language by using language meaningfully. Teachers of English in bilingual streams (TEBs)…
View article: Individual Differences and the Ergodicity Problem
Individual Differences and the Ergodicity Problem Open
Traditional research into individual differences (ID) in second language (L2) learning is based on group studies with the implicit assumption that findings can be generalized to the individual. In this article, we challenge this view. We a…