Fotograaf: Greetje van Bergen

dhr. dr. S.J. (Sible) Andringa


  • Faculteit der Geesteswetenschappen
    Capaciteitsgroep Nederlandse Taalkunde
  • Bezoekadres
    P.C. Hoofthuis
    Spuistraat 134  Kamernummer: 4.20
  • Postadres:
    Spuistraat  134
    1012 VB  Amsterdam
  • S.J.Andringa@uva.nl
    T: 0205253818

Research interests

  • (Instructed) second language acquisition
  • Assessment of (second language) proficiency
  • Bilingual development in young children and adults

Current research

I aim to do theoretically driven research that may have practical, pedagogical implications. Below, I listed the larger projects I am currently working on.

 

The role of input, instruction and awareness in second language learning

I am runnning and have run several studies investigating the role of input instruction and awareness in second language learning. I'm particularly interested in the added value of explicit information and instruction for second language learning; how distributional features of the input affect language learning outcomes; what role awareness plays in the language learning trajectory. In many of these studies, I use the eye-tracking visual world paradigm as a measure of learning.

In addition, I supervise(d) two PhD projects on this theme:

  • Sybren Spit - Meta-linguistic awarenss in early (second) language acquisition: It is commonly assumed children learn their first language entirely implicitly and without any conscious awareness of form and grammar. Although the role of meta-linguistic awareness in adult language acquisition has been extensively studied, such research is virtually absent in the field of child language acquisition. This research tries to fill this gap. (Supervision: Sible Andringa, Judith Rispens and Enoch Aboh): Website Sybren Spit
  • Finished per February 2018: Maja Curcic - The interplay between learner, language, and input characteristics in second language acquisition: In this project, a series of second language learning experiments will be conducted to investigate how the learnability of a novel syntactic L2 structure is affected by the reliability of the input, the provision of metalinguistic information and by individual differences in aptitude for language learning. (Supervision: Sible Andringa and Folkert Kuiken).

 

Project MIND

MIND is short for 'Multilingualism in Daycare'. This project, that started in February 2018 and will run for four years, aims to understand how bilingual daycare affects the development of both languages offered (Dutch and English or French) in young children. The daycare centers and their children will be followed for several years. The project tries to answer a range of questions, subdivided into three subprojects. PhD candidate Kyra Hanekamp investigates how children respond to bilingual daycare and how much input they need to develop the second language. PhD candidate Darlene Keydeniers investigates what bilingual daycare means for the development of Dutch and wants to know if particular aspects of Dutch are subject to crosslinguistic influence. Post-doctoral researcher Josje Verhagen wants to find out how home language and literacy skills affect the development of both Dutch and English or French.

  • Funded by the Dutch ministry of Social affairs.
  • Collaborators: Suzanne Aalberse, Sible Andringa, Kyra Hanekamp, Darlene Keydeniers, Folkert Kuiken (project coordinator), Josje Verhagen and Eva Vos.
  • Website project MIND

 

OASIS

The OASIS initiative is establishing a systematic and sustainable culture of providing open, accessible summaries of research in the language sciences. The main aim is to address some of the long-attested challenges of communicating research beyond academia. In collaboration with journal editors, professional associations, and language educators, we have developed guidelines for writing Accessible Summaries and we are creating a critical mass of 300 one-page non-technical summaries. We are also working with journal editors to establish procedures for routinely soliciting summaries from their accepted authors. The summaries are searchable and freely available from https://oasis-database.org. We have a large network of collaborators who are writing, editing, and approving summaries in a wide range of research areas, including second and foreign language learning and teaching, multilingualism, language education, and testing. If you wish to participate in the initiative, please contact oasis@oasis-database.org

  • Funded by The British Academy and The Economic and Social Research Council IAA. 
  • Collaborators: Sible Andringa, Laura Collins, Carrie Jackson, Rowena Kasprowicz, Emma Marsden (coordinator), Luke Plonsky 
  • Website OASIS database

 

Positions

  • Coordinator of the ACLC Language Learning research group: website
  • Editor-in-Chief at the Dutch Journal of Applied Linguistics: website
  • Member of the EuroSLA executive committee (treasurer): website
  • Member of the OASIS project team: website
  • Member of the IRIS database advisory group: website
  • Member of the ACLC advisory board: website

 

PhD supervision

 

Past projects

Studies in Listening (Stilis)

I was involved in the Stilis project (studies in listening proficiency). The goal of this project was to explore and explain individual differences in listening proficiency. This was done by assessing our participants' sentence processing skills and several related skills/capacities we hypothesize to be predictive of or related to listening comprehension. Both young and elderly native speakers of Duch and nonnative learners of Dutch were assessed. The Stilis project is a five-year project that started in August 2007 (with Catherine van Beuningen, Jan Hulstijn, Nomi Olsthoorn and Rob Schoonen) and ended officially in the summer of 2012.

Form-focused instruction

My PhD research project was titled Form-focused instruction and the development of second language proficiency. In the project, I reviewed previous work comparing the effectiveness of explicit and implicit types of instruction, and I assessed experimentally whether explicit instruction was more effective than implicit instruction all else being equal (most notably: exposure to the target structures). I concluded that the evidence for the superiority of explicit instruction is not as overwhelming as sometimes suggested. The data demonstrated that both approaches were equally effective overall. However, for one of the target structures, there was an interaction with first language background. Explicit instruction was more effective than implicit instruction for participants with a resembling structure in the L1, but less effective if the same meaning was expressed by means of a totally different target structure.

For publications, please click the corresponding tab on this site.

 

Teaching

Most of the courses I teach are part of the master programme Dutch as a Second Language. This is a programme of one and a half years that focuses on every aspect of the acquisition of Dutch as a second language. The programme includes courses on second language acquisition, multilingualism ad langauge policiy, language pedagogy, and the development of language teaching materials. In all courses, the goal is to bridge the gap between theory and practice.

I also teach courses in the BA programme of the Dutch department about child and adult literacy development and reseach methods.

In the MA programme Dutch as a second langauge, I am currently teaching:

  • Second language acquisition and pedagogy
  • The multilingual society: Educational practice and policy
  • Mid-term paper Dutch as a second language

In the BA programme of Dutch, I am teaching:

  • Applied Linguistics: The development of literacy
  • A module about research design and statistics within the course Language Development

Previously taught courses at the University of Amsterdam:

  • Research Design and Statistical Analysis
  • Language in Society (at the Department of English)
  • Second and foreign language acquisition

 

Links

2019

  • Aalberse, S. P., Andringa, S. J., Faber, M., & Lippe, P. (Accepted/In press). Definiteness in Wenzhounese Chinese in the Netherlands and in China: Evidence for generational change in two locations. In B. Brehmer, J. Treffers-Daller, & D. Berndt (Eds.), Lost in Transmission: The role of attrition and input in heritage language development John Benjamins.
  • Andringa, S. J., & Dąbrowska, E. (Accepted/In press). Individual Differences in First and Second Language Ultimate Attainment and Their Causes. Language Learning, 69.
  • Ćurčić, M., Andringa, S. J., & Kuiken, F. (Accepted/In press). The Role of Awareness and Cognitive Aptitudes in L2 Predictive Language Processing. Language Learning.

2018

  • Spit, S. B., Andringa, S. J., Rispens, J. E., & Aboh, E. O. (in press). The opt out paradigm: some first steps towards a new experimental method that measures meta-linguistic awareness. Dutch Journal of Applied Linguistics.

2017

  • Aalberse, S., Zou, Y., & Andringa, S. J. (2017). Extended use of demonstrative pronouns in two generations of Mandarin Chinese speakers in the Netherlands: Evidence of convergence? In E. Blom, L. Cornips, & J. Schaeffer (Eds.), Cross-linguistic Influence in Bilingualism: In honor of Aafke Hulk (pp. 25-48). (Studies in Bilingualism; Vol. 52). John Benjamins. DOI: 10.1075/sibil.52.03aal  [details] 

2015

  • Andringa, S., & Rebuschat, P. (2015). New directions in the study of implicit and explicit learning: An introduction. Studies in Second Language Acquisition, 37(2), 185-196. DOI: 10.1017/S027226311500008X  [details] 
  • Andringa, S., & Curcic, M. (2015). How explicit knowledge affects online L2 processing: Evidence from differential object marking acquisition. Studies in Second Language Acquisition, 37(2), 237-268. DOI: 10.1017/S0272263115000017  [details] 

2014

  • Andringa, S. (2014). The use of native speaker norms in critical period hypothesis research. Studies in Second Language Acquisition, 36(3), 565-596. DOI: 10.1017/S0272263113000600  [details] 
  • Hulstijn, J. H., & Andringa, S. (2014). The effects of age and level of education on the ability of adult native speakers of Dutch to segment speech into words. In J. Caspers, Y. Chen, W. Heeren, J. Pacilly, N. O. Schiller, & E. van Zanten (Eds.), Above and beyond the segments: experimental linguistics and phonetics (pp. 152-164). Amsterdam: John Benjamins. DOI: 10.1075/z.189  [details] 
  • Olsthoorn, N. M., Andringa, S., & Hulstijn, J. H. (2014). Visual and auditory digit-span performance in native and nonnative speakers. International Journal of Bilingualism, 18(6), 663-673. DOI: 10.1177/1367006912466314  [details] 

2012

  • Andringa, S., Olsthoorn, N., van Beuningen, C., Schoonen, R., & Hulstijn, J. (2012). Determinants of success in native and non-native listening comprehension: an individual differences approach. Language Learning, 62(Suppl. 2), 49-78. DOI: 10.1111/j.1467-9922.2012.00706.x  [details] 

2011

  • Andringa, S., de Glopper, K., & Hacquebord, H. (2011). Effect of explicit and implicit instruction on free written response task performance. Language Learning, 61(3), 868-903. DOI: 10.1111/j.1467-9922.2010.00623.x  [details] 

2009

  • Olsthoorn, N. M., Andringa, S., & Meijer, N. (2009). Working Memory is more than what is measured by a WM task: a case in point: segmentation proficiency and verbal working memory. In A. Backus, M. Keijzer, I. Vedder, & B. Weltens (Eds.), Artikelen van de zesde Anéla-conferentie (pp. 274-279). Delft: Eburon. [details] 

2008

2015

  • Moeken, N., Andringa, S. J., & Kuiken, F. (2015). De kwaliteit van Taalmeter 1F en Taalmeter 2F: een onderzoek naar de betrouwbaarheid en de validiteit van een tweetal screeningsinstrumenten om laaggeletterde Nederlanders op te sporen. Amsterdam: Universiteit van Amsterdam.

2014

  • Moeken, N., Andringa, S., & Kuiken, F. (2014). De kwaliteit van Taalmeter 1F: een onderzoek naar de betrouwbaarheid en de validiteit van een screeningsinstrument om de laaggeletterde Nederlander op te sporen. Amsterdam: Universiteit van Amsterdam. [details] 

2017

  • Andringa, S. (2017). Facet: De nieuwe jas voor de Staatsexamens Nederlands als tweede taal. Les, 35, [24]. [details] 

2016

  • Andringa, S. J. (Accepted/In press). Lezen in theorie en de praktijk van van het inburgeringsexamen. Vakwerk: achtergronden van de NT2-lespraktijk: lezingen Conferentie BVNT2, 10.

2015

  • Andringa, S. (2015). Hoe zijn ze aan elkaar gekoppeld? Staatsexamen Nederlands als tweede taal & Raamwerk Nederlands als Tweede taal. Les, 33(194), 36-37. [details] 
  • Andringa, S. (2015). Over de zuiverheid van toetsen. In B. Bossers (Ed.), Klassiek vakwerk. - 2: Achtergronden van het NT2-onderwijs: de beste artkelen uit Vakwerk 5-9 (pp. 205-216). Amsterdam: Boom. [details] 
  • Andringa, S. (2015). Toetsing en evaluatie. In B. Bossers, F. Kuiken, & A. Vermeer (Eds.), Handboek Nederlands als tweede taal in het volwassenenonderwijs (2 ed., pp. 359-393). Bussum: Coutinho. [details] 

2012

  • Aarnoudse, I., & Andringa, S. (2012). 'Ik doe het Staatsexamen Nt2 omdat...': onderzoek naar de motieven van staatsexamenkandidaten. Les, 30(179), 17-19. [details] 

2010

  • Andringa, S. (2010). Toetsing en evaluatie. In B. Bossers, F. Kuiken, & A. Vermeer (Eds.), Handboek Nederlands als tweede taal in het volwassenenonderwijs (pp. 350-382). Bussum: Coutinho. [details] 
  • Andringa, S., de Bakker, I., Bos, J., Kuiken, F., Rietstap, E., & Vedder, I. (2010). Taalvaardigheid Nederlands in de FGw: concretisering en uitwerking van doelen. Amsterdam: Faculteit der Geesteswetenschappen, Universiteit van Amsterdam. [details] 

2009

  • Andringa, S. (2009). Over de zuiverheid van toetsen. In S. Verhallen (Ed.), Vakwerk 5: achtergronden van de NT2-lespraktijk: lezingen conferentie BVNT2 in Blankenberge 2009 (pp. 9-22). Amsterdam: Beroepsvereniging van docenten Nederlands als Tweede Taal. [details] 
  • Andringa, S., de Bakker, I., Bos, J., Kuiken, F., Rietstap, E., & Vedder, I. (2009). Taalvaardigheid Nederlands in de FGw: wel kwaliteitsbeleid, geen centrale toets. Amsterdam: Faculteit der Geesteswetenschappen, Universiteit van Amsterdam. [details] 

2018

  • Spit, S. B., Andringa, S. J., Rispens, J. E., & Aboh, E. O. (2018). Kindergarteners’ statistical learning is influenced by instruction.

2017

2012

  • van Beuningen, C. G., Andringa, S. J., Olsthoorn, N. M., Schoonen, J. J. M., & Hulstijn, J. H. (2012). Predictors of age-related differences in native speaker listening. Poster session presented at Anéla Conferentie 2012, .

Spreker

  • Curcic, M. (speaker), Andringa, S. J. (speaker) & Kuiken, F. (speaker) (27-8-2016). Individual differences in L2 learners’ ability to process determiners online., Eurosla 26..
  • Andringa, S. J. (speaker) & Curcic, M. (speaker) (4-9-2014). How Metalinguistic Information affects online L2 processing: Evidence from Differential Object Marking (DOM) Acquisition, Eurosla 24, York.
  • Andringa, S. J. (speaker) (1-2-2014). Working memory in young and senior, native and nonnative language users, Grote Taaldag, Utrecht.
  • van Beuningen, C. G. (speaker), Andringa, S. J. (speaker), Olsthoorn, N. M. (speaker), Schoonen, J. J. M. (speaker) & Hulstijn, J. H. (speaker) (16-3-2013). Predictors of age-related differences in native speaker listening: a multivariate approach, AAAL conference, Dallas.
  • Andringa, S. J. (speaker), van Beuningen, C. G. (speaker) & Hoek, P. (speaker) (10-11-2012). Luistervaardigheid toetsen: Wat maakt een toetsvraag moeilijk of juist makkelijk?, Lescongres, Amsterdam.
  • Hulstijn, J. (speaker), van Beuningen, C. (speaker), Andringa, S. (speaker), Olsthoorn, N. (speaker) & Schoonen, R. (speaker) (6-9-2012). An empirical approach to the logical problem of first and second language acquisition, Annual Conference of the European Second Language Association, Poznań, Poland.
  • Aarnoudse, I. (speaker) & Andringa, S. J. (speaker) (31-8-2012). Het belang van het Staatsexamen NT2: Onderzoek naar de motieven van Staatsexamenkandidaten, Jubileumconferentie Staatsexamens NT2, Amsterdam.
  • Andringa, S. J. (speaker) & van Beuningen, C. G. (speaker) (9-6-2012). Wat maakt een goede luisteraar?, NT2-conferentie Beroepsvereniging van docenten Nederlands als Tweede Taal, Hoeven.
  • Hoek, P. (speaker) & Andringa, S. J. (speaker) (10-5-2012). Tekstbegrip en meerkeuze, Anéla conferentie, Lunteren.
  • Andringa, S. J. (speaker), Hulstijn, J. H. (speaker), Schoonen, R. (speaker), van Beuningen, C. G. (speaker) & Olsthoorn, N. M. (speaker) (24-3-2012). Determinants of success in listening proficiency, AAAL conference, Boston.
  • Andringa, S. J. (speaker), Olsthoorn, N. M. (speaker) & Hulstijn, J. H. (speaker) (10-9-2011). The use of native speaker norms in Critical Period Hypothesis research, Eurosla, Stockholm.
  • Olsthoorn, N. M. (speaker), Andringa, S. J. (speaker) & Hulstijn, J. H. (speaker) (26-8-2011). Explaining individual differences in listening proficiency in L1 and L2, AILA, Beijing, China.
  • Andringa, S. J. (speaker), Olsthoorn, N. M. (speaker) & Hulstijn, J. H. (speaker) (17-6-2011). A decomposition of non-native speaker listening comprehension, International Symposium of Bilingualism 8, Oslo.
  • Olsthoorn, N. M. (speaker), Andringa, S. J. (speaker) & Hulstijn, J. H. (speaker) (15-6-2011). Verbal Working Memory testing in bilinguals, International Symposium of Bilingualism 8, Oslo.
  • Andringa, S. J. (speaker), Olsthoorn, N. M. (speaker) & Hulstijn, J. H. (speaker) (29-3-2011). Sources of Individual differences in native speaker utterance comprehension, AAAL, Chicago.
  • Andringa, S. J. (speaker), Olsthoorn, N. M. (speaker) & Hulstijn, J. H. (speaker) (4-9-2010). Sources of individual differences in native and nonnative utterance comprehension, EUROSLA, Reggio Emilia, Italy.
  • Andringa, S. J. (speaker), Olsthoorn, N. M. (speaker) & Hulstijn, J. H. (speaker) (11-7-2009). The role of working memory in L1 and L2 comprehension, International Symposium on Bilingualism, Utrecht.
  • Olsthoorn, N. M. (speaker), Andringa, S. J. (speaker) & Hulstijn, J. H. (speaker) (28-5-2009). Working memory is more than what is measured by a WM task, Anéla Conference, Rolduc.
  • Andringa, S. J. (speaker) (30-1-2009). Toetstheoretische aspecten van de beoordeling van spreek- en schrijfproducten, Bijeenkomst MBO Taalcoach Academie (invited).
  • Andringa, S. J. (speaker) (23-5-2008). Over de zuiverheid van toetsing, NT2 aan zee: NT2 conference 2008, Blankenberge, Belgium.

2018

  • Ćurčić, M. (2018). Explaining differences in adult second language learning: The role of language input characteristics and learners’ cognitive aptitudes Utrecht: LOT [details] 
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