Tamara Thomassen (S2116251), Anita Utami (S2698277), Simone Freije

(S2159201), Fang Fang( S2649012)

Task A1.1
A
.
B
.
C
.
D
.
E
.

L1-L2
L1 only

Setting
Natural setting

L2, but also a bit of

Turkish as L1
Foreign language,
but L1 influence
Foreign language, L1
influence

Natural setting,
immersion
Unnatural, in
secondary school
Unnatural, instructed

L2 with L1 influence

Natural setting (if

hotel is in Germany)

Characteristics
Young age, acquisition (not
learning)
Young age, incidental learning
Explicit learning, more
intentional and instructed
Motivation is high, intentional
(self-study), explicit, not so
many input, no interaction
Motivation is high, probably
low intelligence, input is
limited (only in hotel)

Task A1.2
Fang:
After 10 pages, there were 20 unknown words. The total number of words was 73,
so I did not know 27.3% of the words.
1.

8.

15.

2.

9.

16.

3.

10.

17.

4.

11.

18.

5.

12.

19.

6.

13.

20.

7.

14.

Task A1.3
Simone:
-

My sisters boyfriend grew up in Friesland but moved to Groningen when

he was four. In Friesland he acquired both Frisian and Dutch, but he
considers Frisian his native language or mother tongue.

Tamara:
-

My granddad grew up in a Dutch-French setting. At home his mother spoke

French and at school and outside the house he spoke Dutch. Although,
French was the first language from birth he considers Dutch as his L1
simply because this was the language used most often in his environment.
My boyfriend's sister grew up with parents who spoke Limburgs (a Dutch
dialect), but spoke Dutch at school and anywhere else. She considers
Dutch as her L1 because this is the language she uses/speaks most often.

Fang:
- A friend of mine grew up in a Chinese-Japanese setting. She stayed in
Japan until she graduated from primary school. She spoke Japanese when
she was in school, and spoke Chinese at home. And then she came back to
China at the age of 12, where Chinese was the only language she most
used. She considers Chinese as L1, and Japanese as L2.
Anita:

Arief Chrisdiyanto (age 50) is an Indonesian born Chinese living in Jakarta. He grew
up in a setting where five different languages were used simultaneously. Those
languages are Chinese Hokien, Sundanese, Javanese, and English. The first language
he was exposed to was Chinese Hokien, which he used to communicate with his
family. Besides, he also spoke Sundanese to his neighbors as he lived in West Java. He
also spoke Javanese to the Javanese employees working for his fathers company. In
addition, he spoke Bahasa Indonesia to his friends. Finally, he also learned English in
a classroom setting when he was four. Out of the five languages, he considers that
Chinese Hokien, Sundanese, Javanese, and Bahasa Indonesia are his first languages
because he is fluent in those four languages, and uses them in his daily life.

Task A1.4
Second language acquisition: learned in a natural way and acquired from a very
young age. In some sense the spoken language could be considered as a L1,
because it is very likely this will be the language used most frequently and sign
language only with his parents or other deaf acquaintances.
Task A1.5
Simone:
French: sometimes understanding some words, but mainly noise

Tamara:
English: most of the time I listen very carefully, but when I hear a new word or a
word I just heard recently and recognize it I try and listen to the context in which
it is used and repeat the sentence in my head. As a result the sentences after this
are more waves of noise. I am always very aware of when this happens and how
some new words in the input become intake.
Fang:
English: I try my best to understand the news. However, when there are some
words which I notice but cannot catch the meaning of them, it seems that other
contents of news become noise. And it often lead to the situation that I only know
the former part of news. Additionally, the transferring from input to intake always
happens when much attention is paid to what the context is saying.
Anita:

I listened to a news broadcast of Ugandas Ghetto Kids Dance in English. While listening to
the news, I realized that I did not always understand and concentrate on what was being
narrated. I recount that I concentrated on the beginning part of the news. After getting the
topic of the news, my concentration decreased. Besides, I also paid attention on the news
when a funny video of Uganda boys dancing was shown. In addition, when the voice of the
narrator switched into the voice of a Uganda boy describing his feeling about dancing, I
suddenly began to focus to news. All in all, I can conclude that the input from the news
became intake when I fully concentrated on the beginning of the news, and when an
unexpected event happened, such as the dancing clip and the voice changes.
Task A.1.6
Anita
What was new?

Particular
language forms
(new words etc.)

I could not
recall any
particular
language forms
which were
new to me.
This might
happen because
I concentrated
more on the
content of the
lecture rather
than the
language forms
used by the
professor
There were
some new
terms that I

Tamara
I learned the
word
inhibition
from an
article we had
to read for a
seminar.

Fang
I learned
chronotrypes
and circadian
rhythms in
the seminar.

Simone
We learned
about
chronotypes
and circadian
rhythms
today (among
other things)

New words/
concepts

New words:
subliminal,
untenable,

New
words/phrases
: ecological

learned, such as
chronotype,
executive
memories and
ultimate
attainment.

Hungary and
Croatian

validity,
chronotypes,
circadian
rhythms

Everything
was
explained, so
explicit

no

Implicit/Explicit

Explicit, as
every terms
was explicitly
explained.

Explicit,
because I
looked up the
meaning in a
dictionary

Intentional/incide
ntal

At the
beginning I
learned the
terms
incidentally.
Nevertheless, I
wrote them
down, and tried
to browse those
terms in the
internet. Thus,
what began as
an incidental
learning
became an
intentional
learning.

intentional

All new words

were looked
up in the
dictionary
and the new
concepts
were
explained by
the teacher,
explicit
intentional

Inferred from
context?

no

no

no

intentional

Task A.1.7

School
Media
other

Anita

Tamara

Fang(Chinese)

60%
40%

40%
10%
50%

70%
20%
10%

Simone
(German)
95%
5%