Ms T.M. (Tessa) Spätgens MSc
Faculty of Humanities
Spuistraat 134 Amsterdam
Room number: 650
1012 VB Amsterdam
I studied Linguistics at Radboud University Nijmegen and Evolution of Language and Cognition at the University of Edinburgh. During my studies, I have dived into a range of fields, varying from creole linguistics and early (foreign) language education to language universals from an evolutionary perspective. The main theme that links these topics is my strong interest in language acquisition. The way people acquire languages, the obstacles they run into along the way and the outcome of their efforts (be it on the individual level, within societies or through time) are very fascinating to me.
About my project
My PhD project, supervised by dr. Rob Schoonen and prof.
dr. Jan Hulstijn, is called 'Developing semantic networks and
language proficiency of Dutch L1 and L2 children'. The goal is
to investigate the relationship between deep word knowledge
(including the accessibility of this knowledge) and reading
proficiency in young L1 and L2 learners of Dutch. Reading
comprehension is of great importance for school success and L2
learners are often found to lag behind in their reading
comprehension skills in comparison to L1 learners. Various
studies have found a relation between deep vocabulary knowledge
and reading skills. The exact form of this relation remains
unclear however, and the question whether differences in deep
semantic knowledge between L1 and L2 learners might be
(partially) responsible for differences in reading proficiency
still stands as well. In this project I will focus on
children's knowledge of meaning relations and their automatic
access to this knowledge. Specifically, I will focus on
contextual (i.e. dog - cute) and decontextualized (i.e. dog -
animal) meaning relations. Knowledge of decontextualized
meaning relations may be particularly useful for reading
comprehension, as it may help to link information across
Priming paradigms involving both single words and text fragments will be used to assess knowledge of contextual and decontextualized meaning relations, and to find possible differences between L1 and L2 learners. Apart from testing reading proficiency using standardized tests, I will also look at reading behavior using eye-tracking, to see whether deep word knowledge also influences the way children read.
Keywords: language acquisition, reading proficiency, deep word knowledge, psycholinguistics, semantic priming, eye-tracking.
- No ancillary activities