Post-doctoral Fellow of the Research Foundation Flanders (FWO)
(+32)9/331 29 54
http://research.flw.ugent.be/en/kristof.baten
The Effectiveness of Explicit/Implicit Instruction in L2 Acquisition: Interactions with Explicit/Implicit Knowledge, Language Complexity and Developmental Readiness (2013-2016)
The project aims to contribute to the ongoing debate on the effectiveness of both explicit and implicit instruction in Second Language Acquisition (SLA). In particular, it will focus on possible determinants concerning the effectiveness of instruction, i.e. (i) the type of knowledge and (ii) the complexity of the language feature involved. The aim is to establish the interactions between these determinants and the type of instruction.
The Role of Individual Learner Differences in the Study Abroad Context. Their Effect on Foreign Language Development from an Integrative Perspective (2016-2019)
The project aims to examine the effects of a study abroad on foreign language acquisition. More specifically, the project will investigate possible gains in speaking proficiency, writing proficiency and lexical knowledge. Common belief is that a study abroad will result in dramatic higher levels of foreign language proficiency. Research has shown, however, that despite the magical image, a study abroad may not be the magic elixir for developing language proficiency. It is not the physical presence in the target culture in itself that may positively affect language acquisition. Rather individual differences are assumed to determine the degree of L2 development. The project will therefore relate the learners' L2 development to individual differences, such as: (i) the learners’ actual amount of language use while abroad; (ii) the initial competence level; (iii) the cognitive capacity; and (iv) affective and personality factors. The project thus has two general research questions: (1) Does a study abroad lead to improved development in speaking, writing and lexical knowledge?; (2) Is the degree of the L2 development related to individual differences in a study abroad context
Books
Baten, K., Buyl, A., Lochtman, K. & Van Herreweghe, M. (2015). Theoretical and Methodological Developments in Processability Theory. Amsterdam: Benjamins. (See, https://benjamins.com/#catalog/books/palart.4/main)
Baten, K. (2013). The Acquisition of the German Case System by Foreign Language Learners. Amsterdam: Benjamins. (See, https://benjamins.com/#catalog/books/palart.2/main)
[Reviewed by Christine Frederiksson in Studia Neophilologica, 86: 97–101, 2014; and by Marije Michel in International Journal of Applied Linguistics, 165: 77-83, 2014]
Key articles
Baten, K. & G. Håkansson (2015). "The development of subordinate clauses in German and Swedish as L2s. A theoretical and methodological comparison." Studies in Second Language Acquisition 37/3, 517-547.
De Cuypere, L., Baten, K. & G. Rawoens (2014). "A corpus-based analysis of the Swedish passive alternation." Nordic Journal of Linguistics 37/3, 199-223.
Baten, K. (2011). “Processability Theory and the Acquisition of the German Case System.” Language Learning 61/2, 455-505.
Baten, K., Loeys, T. & F. Hofman (2011). "Cross-lingual activation in bilingual sentence processing: the role of word class meaning." Bilingualism: Language & Cognition 14/3, 351-359.
Bollen, K. & K. Baten (2010). "Bilingual education in Flanders: Policy and press debate." Modern Language Journal 94/3, 412-433.
For a complete list, see http://lib.ugent.be/bibliografie/801002039380
For a list of presentations, click here.
Aaricia Ponnet: The acquisition of the Hindi case system by Dutch-speaking and German-speaking foreign language learners.