Onderzoekspublicaties
Op deze pagina vindt u een selectie van recente publicaties met leden van het Meesterschapsteam MVT als (co-)auteur:
Abitzsch, D., Knopp, E., & Michel, M. (2024). Motivatie om Duits te studeren aan Nederlandse universiteiten. Levende Talen Tijdschrift, 25(2), 13–24. https://lt-tijdschriften.nl/ojs/index.php/ltt/article/view/2402
Andringa, S. (2022). Toetsing. In F. Kuiken, & S. Andringa (Eds.), Handboek Nederlands als tweede taal in het volwassenenonderwijs (3e ed., pp. 408-436). Uitgeverij Coutinho.
Canto, S., Jauregi-Ondarra, K., & Gruber, A. (2023). High-immersion virtual reality-mediated intercultural virtual exchange: A case study. In S. Di Sarno-García, S. Montaner-Villalba, & A. Gimeno-Sanz (Eds.), Telecollaboration Applications in Foreign Language Classrooms (pp. 136-159). IGI Global. https://doi.org/10.4018/978-1-6684-7080-0.ch007
Canto, S. & Villegas-Paredes, G. (2023). Diseño e implementación de tareas para el intercambio virtual y su impacto en la competencia comunicativa intercultural en la enseñanza de español lengua extranjera. In S. Flores Borjabad, J. L. Ortega Martín & J. A. Nisa Ávila (Eds.), Nuevas tecnologías y aproximaciones a estudios sobre lengua, lingüística y traducción (pp. 664-683). Dykinson.
Canto, S., & Jauregi-Ondarra, K. (2023). Exploring the use of social virtual reality for virtual exchange. ReCALL, 35(3), 258-273.doi:10.1017/S0958344023000125.
Chan, K. C. J., Monaghan, P., & Michel, M. (2022). Adapting to children’s individual language proficiency: An observational study of preschool teacher talk addressing monolinguals and children learning English as an additional language. Journal of Child Language, 1-26. https://doi.org/10.1017/S0305000921000854
Dalderop, K., & Andringa, S. (2022). Niet verbieden, maar omarmen: Een pleidooi voor meertaligheid in de les. Les, Tijdschrift voor NT2 en taal in onderwijs, 40(224), 50-52. https://www.tijdschriftles.nl/scripts/shared/artikel_pdf.php?id=LE-40-224-16
Dalderop, K., & Andringa, S. J. (2022). Taalleerstrategieën in de ANT2-klas: Resultaten van een onderzoek. Les, Tijdschrift voor NT2 en taal in onderwijs, 40. https://www.tijdschriftles.nl/inhoud/tijdschrift_artikel/LE-40-0-8/Taalleerstrategieen-in-de- ANT2-klas
Dalderop, K., Andringa, S., & Rispens, J. (2023). Strategy focused instruction in literacy education and second language learning for adults (LESLLA) in the Netherlands. Dutch Journal of Applied Linguistics, 12 . https://doi.org/10.51751/dujal12291
Everhardt, M. K., Jung, D. E., Stiensma, B., Lowie, W., Başkent, D., & Sarampalis, A. (2024). Foreign Language Acquisition in Adolescent Cochlear Implant Users. Ear and Hearing, 45(1), 174–185. https://doi.org/10.1097/AUD.0000000000001410
Everhardt, M. K., Sarampalis, A., Coler, M., Bașkent, D., & Lowie, W. (2024). Lexical Stress Identification in Cochlear Implant-Simulated Speech by Non-Native Listeners. Language and Speech, 00238309231222207. https://doi.org/10.1177/00238309231222207
Freeborn, L., Andringa, S., Lunansky, G., & Rispens, J. (2023). Network analysis for modeling complex systems in SLA research. Studies in Second Language Acquisition, 45(2), 526-557
Gijsen, L, Canto, S., & Jauregi-Ondarra, K. (2024). Virtual exchange as a tool for intercultural communicative competence development in contemporary foreign language education. In R. Hampel, & U. Stickler (Eds.),The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury.
Hiver, P., Larsen-Freeman, D., Al-Hoorie, A. H., & Lowie, W. (2023). Complex Dynamic Systems and Language Education: A Sampling of Current Research – Editorial. International Journal of Complexity in Education, 4(1). https://doi.org/10.26262/IJCE.V4I1.9476
Jansen, N., Harding, E., Loerts, H., Başkent, D. & Lowie, W., The relation between musical ability and sentence-level intonation perception: A meta-analysis comparing L1 and non- native listening. Proceedings. Speech Prosody 2022. p. 713-717.
Jong N.H. de (2023), Assessing second language speaking proficiency, Annual Review of Linguistics, 9, 541-560. https://doi.org/10.1146/annurev-linguistics-030521-052114
Jong N. de, Berns J. & Mearns T. (2023), Toetsing als vertrekpunt voor vernieuwing, Levende Talen Magazine 110(3): 30-35.
Jong N.H. de (2023), Fluency in speaking as a dynamic construct, Language Teaching Research Quarterly 37: 179-187. https://doi.org/doi:10.32038/ltrq.2023.37.09
Jung, M.J., Révész, & Michel, M. (2023) Exploring the relationship of working memory to the temporal distribution of pausing and revision behaviors during L2 writing. Studies in Second Language Acquisition.
Kim, Y.J. & Michel, M. (2023) Linguistic alignment in second language acquisition: a methodological review. System, 115. https://doi.org/10.1016/j.system.2023.103007
Koffeman, M.N. (2022). De jury heeft gesproken. Het talenonderwijs heeft een deltaplan nodig. Taalwijs. https://taalwijs.nu/2022/10/22/de-jury-heeft-gesproken/
Koffeman, M.N. (2023). Straks zit niemand meer op een eiland. Taalwijs. https://taalwijs.nu/2023/04/17/straks-zit-niemand-meer-op-een-eiland/
Koffeman, M.N. & Heusschen, S. (2023, mei 3). Niemand wil meer leraar Duits of Frans worden en dat is een groot probleem. Trouw. https://www.trouw.nl/es-b7acfe73
Knopp, E.; Adamczak-Krysztofowicz, S.; Ciepielewska-Kaczmarek, L; Jentges, S.; Lazovic, M.; Siebold, K. (eds.). (in print). Empirische Unterrichtsforschung in DaFZ. Band 1: Gegenstände und methodische Zugänge. V&R unipress.
Knopp, E.. (2023). “Faktorenkomplexion und Methodenvielfald in ter empirischen Unterrichtsforschung DaFZ – Thematische Einführung in den Band”. In: Knopp, E. et al. (eds.) Empirische Unterrichtsforschung in DaFZ. Band 1: Gegenstände und methodische Zugänge. (pp. 10-20). V&R unipress.
Kuiken, F., & Andringa, S. (Eds.) (2022). Handboek Nederlands als tweede taal in het volwassenenonderwijs. (3e ed.) Uitgeverij Coutinho.
Lowie, W. (2023). Verschenen proefschrift: Interculturele literaire competentie–een veelbelovend idee voor de toekomst van het onderwijs in de moderne vreemde talen. Levende Talen Tijdschrift, 24(1), 40-44.
Michel, M., Appel, C., & Cipitria, S., (2022) Lexical and syntactic alignment during English- Spanish teletandem meetings. System, 115. https://doi.org/10.1016/j.system.2022.102930
Michel, M. (2022) Doe normaal in meer dan één taal. Tijdschrift voor taalbeheersing, 44(1): 30-36. https://doi.org/10.5117/TVT2022.1.004.MICH
Michel, M. (2023). Key concepts in applied: Task-based Language Teaching. Elia, (23), 317-328. https://doi.org/10.12795/elia.2023.i23.10
Michel, M. (2024). Un strålande futuro needs mehr dan два langues. Oratie Rijksuniversiteit Groningen.
Olthoff, S., Michel, M., Menke-Bazhutkina, I., & Abel, N. (2024). Interaktionsstrukturen und korrektives Feedback in der Telekollaboration von Lehramtsstudierenden und DaF- Studierenden. In K. Fleischhauer, K. Köppl, S. Nölle-Becker, B. Stolarczyk, & S. Sulzer (Eds.), Tagungsband zur 32. Arbeitstagung des AKS zum Thema „Mehrsprachigkeit ist keine Formel, sondern ein gelebtes Modell“ am Sprachenzentrum der Technischen Universität Darmstadt.
Pattemore, A., Cabrera Fernández, B., Lopez de Artola, M., & Michel, M. (2024). Maximising the potential of plurilingual subtitled audiovisual input: learning L3 words and multiword units with L2 audio. Innovation in Language Learning and Teaching, 1-16.
Peng, H., Jager, S., & Lowie, W. (2023). Complexity and dynamicity of EFL learners’ multi-dimensional engagement in digital storytelling tasks: an exploratory case study. The Language Learning Journal, 1–16. https://doi.org/10.1080/09571736.2023.2244513
Révész, A., Stainer, M.J., Jung, J., Lee, M., & Michel, M. (2023/in press) Using eye- tracking as a tool to develop L2 lexical skills. Language Learning & Technology.
Révész, A., Jung, J., Kourtali, N., Borges, L., Lee, M., & Michel, M. (2022) The relationship of proficiency to speed fluency, pausing and eye-gaze behaviours in L2 writing. Journal of Second Language Writing, 58, https://doi.org/10.1016/j.jslw.2022.100927.
Schat, E., van der Knaap, E., & de Graaff, R. (2022). Reconceptualizing critical cultural awareness for the context of FL literature education: The development of an assessment rubric for the secondary level. Intercultural Communication Education, 5(3), 125-142. https://doi.org/10.29140/ice.v5n3.792
Schat, E., van der Knaap, E., & de Graaff, R. (2023). Key principles for an integrated intercultural literary pedagogy: An educational design research project on arts integration for intercultural competence. Language Teaching Research, 27(2), 332-358. https://doi.org/10.1177/136216882110450
Schat, E., van der Knaap, E., & de Graaff, R. (2023). Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level. Language Teaching Research, 13621688231156391. https://doi.org/10.1177/13621688231156391
Schat, E. (2023). Intercultureel literatuuronderwijs met een focus op de productieve vaardigheden. Levende Talen Magazine, 110(2), 8-13.
Smit, N., Dijk, M. V., de Bot, K. & Lowie, W., The Teacher’s Turn: Teachers’ Perceptions of Observed Patterns of Classroom Interaction, In: Maulana, R., Helms-Lorenz, M. & Klassen, R. M. (eds.), Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights. Springer, p. 737-755.
Smit, N., van Dijk, M., de Bot, C. & Lowie, W., The complex dynamics of adaptive teaching: Observing teacher-student interaction in the language classroom IRAL. International Review of Applied Linguistics in Language Teaching. 60, 1, pp. 23-40. https://doi.org/10.1515/iral-2021-0023
Strobl, C., Menke-Bazhutkina, I., Abel, N., & Michel, M. (2024). Adopting ChatGPT as a writing buddy in the advanced L2 writing class. Technology in Language Teaching & Learning, 6(1). https://doi.org/10.29140/tltl.v6n1.1168
Vrind, E. de, Janssen, F. J. J. M., Driel, J. H. van, & Jong, N. H. de (2024). Improving self-regulated learning of speaking skills in foreign languages. Modern Language Journal, 108, 601–624. https://doi.org/10.1111/modl.12953
Van der Ploeg, M., Keijzer, M. & Lowie, W., Language pedagogies and late-life language learning proficiency, IRAL – International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2023-0079
Van der Ploeg, M., Lowie, W. & Keijzer, M., The Effects of Language Teaching Pedagogy on Cognitive Functioning in Older Adults. Behavioral Sciencies, 2023, 199. https://doi.org/10.3390/bs13030199
van Dijk, M., Lowie, W., Smit, N., Verspoor, M., & van Geert, P. (2024). Complex dynamic systems theory as a foundation for process-oriented research on second language development. Second Language Research, 02676583241246739. https://doi.org/10.1177/02676583241246739
Wu, M. & Michel, M. (2024). Complexity-Accuracy-Lexis-Fluency (CALF) as a pedagogical target. In C. A. Chapelle, & M. Sato (Eds.), The Encyclopedia of Applied Linguistics, Second edition: Instructed second language acquisition. Wiley-Blackwell.