Lieke Verheijen | Radboud University Nijmegen (original) (raw)

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Papers by Lieke Verheijen

Text, Speech and Dialogue, 2016

This paper describes the compilation of a social media corpus with Facebook posts and WhatsApp ch... more This paper describes the compilation of a social media corpus with Facebook posts and WhatsApp chats. Authentic messages were voluntarily donated by Dutch youths between 12 and 23 years old. Social media nowadays constitute a fundamental part of youths’ private lives, constantly connecting them to friends and family via computer-mediated communication (CMC). The social networking site Facebook and mobile phone chat application WhatsApp are currently quite popular in the Netherlands. Several relevant issues concerning corpus compilation are discussed, including website creation, promotion, metadata collection, and intellectual property rights/ethical approval. The application that was created for scraping Facebook posts from users’ timelines, of course with their consent, can serve as an example for future data collection. The Facebook and WhatsApp messages are collected for a sociolinguistic study into Dutch youths’ written CMC, of which a preliminary analysis is presented, but also present a valuable data source for further research.

Written Language and Literacy, Nov 2, 2018

Lecture Notes in Computer Science, 2016

English Studies, Aug 1, 2013

ABSTRACT This article reviews empirical studies published in the last decade on the effects of te... more ABSTRACT This article reviews empirical studies published in the last decade on the effects of text messaging and instant messaging on literacy to determine whether they positively or negatively affect literacy. Although the majority of studies found a positive correlation between texting and/or instant messaging and literacy, others found a negative correlation, while still others report conflicting findings or no significant correlation at all. The studies reveal that literacy scores may correlate differently with frequency of texting, use of textese/textisms and knowledge of textisms; that there may be different correlations for reading, writing and spelling; and that the correlations may differ for formal and informal writing. The mixed results could also be caused by differences in the designs and populations of the studies. In addition, the correlational analyses conducted in most of the studies do not warrant conclusions about causality. All this suggests that there is a need for further research, preferably longitudinal studies with experimental intervention, on the relationship between text messaging or instant messaging and literacy.

Leuven/Den Haag : Acco eBooks, 2016

Communicatie via nieuwe media, oftewel computer-mediated communication (CMC), is alomtegen-woordi... more Communicatie via nieuwe media, oftewel computer-mediated communication (CMC), is alomtegen-woordig. De digi-taal die jongeren in nieuwe media gebruiken, wijkt vaak af van de 'officiële' spelling -en grammaticaregels. Door veel ouders en leraren wordt digi-taal in een kwaad daglicht gesteld, omdat zij het Standaardnederlands als strikte norm hanteren. Onder de jeugd geniet ze echter juist status en wordt ze beschouwd als speels, informeel en cool. Er is dus een interessant machtsconflict tussen het overt prestige van de standaardtaal en het covert prestige van digi-taal onder jongeren. Om vast te stellen hoe de digi-taal van de Nederlandse jeugd precies verschilt van het Standaardne-derlands heb ik een uitgebreide registeranalyse uitgevoerd van zo'n 200.000 woorden aan digitale teksten: sms'jes, MSN-chats en microblogs (tweets). Dit corpusonderzoek richt zich op allerlei taal-kundige kenmerken van drie schrijfdimensies: orthografie, syntaxis en woordgebruik. De resultaten bieden linguïstische profielen van de taal van drie nieuwe mediagenres en twee leeftijdsgroepen.

Dutch journal of applied linguistics, Aug 17, 2015

Because quotation is a fundamental aspect of academic texts, this corpus study examines the langu... more Because quotation is a fundamental aspect of academic texts, this corpus study examines the language of quoting in (L2) academic writing. To find out whether there are subtle linguistic differences in the use of quotation by learners of English as a foreign language (EFL) and professional academics who are native speakers of English (NSE), I compare two corpora of scholarly writings: one by upper intermediate and advanced EFL students and one by NSE experts. 1201 Quotes were extracted from the writings and examined for a broad range of lexico-grammatical features relevant to using quotes, including introductions to quotes, lexical items in introducing quotes, 'special' quotes, and punctuation surrounding quotes. The findings make clear that EFL students and NSE experts differ significantly on various points in their language of quoting. Making students aware of these differences could make their academic writing more professional, native-like, and sophisticated.

This paper examines whether use of computer-mediated communication (CMC) and non-standard informa... more This paper examines whether use of computer-mediated communication (CMC) and non-standard informal written language therein harms youths' literacy skills. An experiment was conducted with 500 Dutch youths of different educational levels and age groups to assess if social media use affects their school writings. It was measured if chatting via WhatsApp directly impacts youths' performance on a narrative writing task, in terms of writing quality and spelling, or their ability to detect and correct deviations from the standard language in a grammaticality judgement task. WhatsApp use had a direct effect on the story writing task, but only on participants' spelling: adolescents who were primed with WhatsApp immediately beforehand produced significantly fewer misspellings in their narratives. The present study thus gives no cause for concern about negative transfer from social media to school writing: if anything, CMC use may provide youths with greater orthographic awareness and positively affect their spelling performance.

Journal of Writing Research, May 1, 2021

Dutch journal of applied linguistics, May 6, 2013

Although texts produced by (very) advanced Dutch learners of English as a foreign language (EFL) ... more Although texts produced by (very) advanced Dutch learners of English as a foreign language (EFL) may be perfectly grammatical, they often feel distinctly non-native. Dutch, as a verb-second language, makes separate positions available for discourse linking and aboutness-topics. Although the English sentences of these advanced learners conform to the Subject-Verb-Object order of English, the pre-subject adverbial position in English is made to perform the information-structural function of the verb-second discourse-linking position, producing texts that are perceived as non-native, without being ungrammatical. A side-effect of this L1 interference is the underuse of special focusing constructions in English, like the stressed-focus it-cleft. This paper investigates the progress of Dutch writers towards a more native-like use of the pre-subject position and the it-cleft in a longitudinal corpus of 137 writings of Dutch university students of English. We conclude that information-structural differences present the final hurdle for advanced Dutch EFL writers.

Contains fulltext : 235914.pdf (Publisher’s version ) (Closed access)4 p

Znanstvena založba Filozofske fakultete, Aug 19, 2018