Download PDF by Josine A. Lalleman: Dutch Language Proficiency of Turkish Children Born in the

By Josine A. Lalleman

ISBN-10: 9067651605

ISBN-13: 9789067651608

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Table 3 shows that the past participle seems to be the easiest morphological form for both groups. Also, the Turkish children often just repeat the test item, whereas the Dutch children do so only occasionally. I will present some representative examples of incorrect forms of the correct item (= 1 point) ; 22 (6) + productive rule - productive rule correct answer schipt sloten (locks) zebrapaden (zebra crossing) schepen (ships) gekopen gewassen (washed) gekeken (looked) gekocht (bought) Plural nouns slotten zebrapatten Past participle gewast gekijkt Past tense brengde ging brengen (= went to bring) bracht (brought) een kleine poes (= a small cat) poesje (kitten) Diminutive Comparative/ Superlative zwarer zwaarder (heavier) allerzwaar heel veel zwaar zwaarst (heaviest) (= very much heavy) The results of the Morphology Test indicate that, although the Turkish children seem to have mastered the elicited morphological forms to a much lesser extent than the Dutch children, they seldom produce incorrect forms which do not also occur in the Dutch group: the Turkish children make more errors, but these are of the same type as those occurring in the Dutch group.

S, V 26 An example concerning the passive voice (11), and subordination (12): (11) JAN WORDT DOOR Z'N MOEDER GESTRAFT, OMDAT HU GATEN IN Z'N JOHN IS BY HIS MOTHER PUNISHED, BECAUSE HE HOLES IN HIS TRUI HEEFT GEMAAKT SWEATER HAS MADE "John is punished by his mother, because he has made holes in his sweater" (12) a. Jan wordt gestraft, ... John iy punished, ... 1 point b. Jan door z'n moeder gestraft, ... John by his mother punished, ... 1 point c. Jan heeft z'n moeder gestraft, ... John has his mother punished, ...

Type/token Ratio The first variable establishes the childrens* ability to transfer information, irrespective of the grammatical form in which this information is given. The second variable assesses the ability to answer a question in the correct semantic category, again irrespective of the answer's syntactic and morphological features. 44 The third variable measures the diversity of the children's vocabulary as far as content words are concerned; it is implicitly assumed here that the larger the variety in content words, the larger the vocabulary itself.

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Dutch Language Proficiency of Turkish Children Born in the Netherlands by Josine A. Lalleman

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