Piet Desmet
Biographic Data
| ID | 3843886 |
|---|---|
| NAME | Piet Desmet |
| GIVEN NAMES | Piet |
| FAMILY NAME | Desmet |
| SIGNATURE | DESMET P |
| AFFILIATIONS | K.U.Leuven |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
Combining Explicit and Sensitive Indices for Measuring L2 Vocabulary Learning Through Contextualized Input and Word-Focused Instruction
This study combines explicit (pen-and-paper) and sensitive (time-pressured) measures to gauge the impact of three instructional interventions (contextualized input with meaning-focused activities, contextualized input with word-focused activities, and decontextualized input with word-focused exercises) on the learning of 20 L2 French target verbs. Participants ( N = 313, L1 = Dutch) completed a combination of explicit (form recognition, meaning r…
Multimodal learning analytics to investigate cognitive load during online problem solving
To have insight into cognitive load (CL) during online complex problem solving, this study aimed at measuring CL through physiological data. This study experimentally manipulated intrinsic and extraneous load of exercises in the domain of statistics, resulting in four conditions: high complex with hints, low complex with hints, high complex without hints and low complex without hints. The study had a within‐subject‐design in which 67 students sol…
The Impact of Instruction and Out-of-School Exposure to Foreign Language Input on Learners' Vocabulary Knowledge in Two Languages
This cross-sectional study investigated the impact of length of instruction, out-of-school exposure to foreign language input, and gender on learners' receptive vocabulary knowledge in two foreign languages: French (first foreign language) and English (second foreign language). The findings suggest that, although length of instruction correlated positively with vocabulary knowledge in English and French, the gains remained modest when out-of-scho…
Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages: An approximate replication study of Stæhr (2009)
The present study aims to replicate Stæhr’s (2009) study on the relationship between vocabulary knowledge and listening comprehension. To explore the generalizability of Stæhr’s findings, two experiments were conducted. However, the study changed the population (Flemish learners) and proficiency level of the materials in the first experiment (intermediate) and also the language in the second experiment (French). Our results generally confirm Stæh…
Captioned video for L2 listening and vocabulary learning: A meta-analysis
ReCall special issue: Digital games for language learning: challenges and opportunities
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
The Shifting of the Demonstrative Determiner in French and Dutch in Parallel Corpora: From Translation Mechanisms to Structural Differences
This paper focuses on translational shifts with respect to the demonstrative determiner in French and Dutch in parallel corpora. The paper aims to identify the types of translation shifts that occur systematically, and to explore the underlying mechanisms and semantic effects of this process. For this purpose, a well-balanced sub-corpus of the Dutch Parallel Corpus is used, making it possible to analyze both directions (French – Dutch and Dutch –…
The Influence of Learners’ Attitudes to and Perceptions of Call: A Methodological Approach
In recent years, the field of Computer-Assisted Language Learning – CALL – has grown tremendously and has seen a number of major developments: CALL has become accessible to a larger and more diverse audience and has developed didactic practices that can be implemented in education. In addition, there has been a growing amount of research that focuses on learners’ attitudes towards CALL and, more generally, towards computer-based language learning…
Considering Cultural Perspectives in Mexico and Peru in the Teaching of Spanish
In an effort to better understand Latin American cultural perspectives that should be communicated to students as part of their learning to function in Spanish, a survey articulating 26 hypothesized cultural perspectives of modern Latin Americans was administered to 58 individuals from Mexico and Peru. Survey items were based mainly on the Kluckhohn Model’s five areas: human nature, man-nature, time, activity and relations. Results revealed some …
L’apport Des Tic à La Mise En Place D’un Dispositif D’apprentissage Des Langues Centré Sur L’apprenant
Preview this article: L’apport Des Tic à La Mise En Place D’un Dispositif D’apprentissage Des Langues Centré Sur L’apprenant, Page 1 of 1 /docserver/preview/fulltext/itl.154.08des-1.gif
Abel Hovelacque et l’école de linguistique naturaliste: L’inégalité des langues permet-elle de conclure à l’inégalité des races
Dans la mesure ou l'hypothese de l'inegalite des races de meme que celle de l'inegalite des langues etait assez repandue au 19 e s., il est legitime de se demander comment l'on concevait le rapport eventuel entre les classifications ethniques et linguistiques. Broca, pour sa part, conclut a la priorite des donnees physiques pour les recherches anthropologiques et n'accorde qu'un role secondaire a la linguistique. Renan, par contre, part de l'idee…
La phrase et son analyse
D'ailleurs, les fondateurs de la grammaire historico-comparative en France comme Gaston Paris, Paul Meyer, Victor Henry ou Michel Bral taient conscients d'avoir trop dlaiss les tudes grammaticales et syntaxiques, comme il appert de l'introduction l'article La grammaire franaise au XXe sicle dans laquelle Bral (1903 : 801) cite une conversation avec Paris 2
Diachronie Et Continuté: Les Vues De Gaston Paris Sur La Grammaire Historique Du Français
Article DIACHRONIE ET CONTINUTÉ: LES VUES DE GASTON PARIS SUR LA GRAMMAIRE HISTORIQUE DU FRANÇAIS was published on January 1, 1991 in the journal Folia Linguistica (volume 25, issue Historica-vol-12-1-2)
Captioned video for L2 listening and vocabulary learning: A meta-analysis
ReCall special issue: Digital games for language learning: challenges and opportunities
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
The Impact of Instruction and Out-of-School Exposure to Foreign Language Input on Learners' Vocabulary Knowledge in Two Languages
This cross-sectional study investigated the impact of length of instruction, out-of-school exposure to foreign language input, and gender on learners' receptive vocabulary knowledge in two foreign languages: French (first foreign language) and English (second foreign language). The findings suggest that, although length of instruction correlated positively with vocabulary knowledge in English and French, the gains remained modest when out-of-scho…
Abel Hovelacque et l’école de linguistique naturaliste: L’inégalité des langues permet-elle de conclure à l’inégalité des races
Dans la mesure ou l'hypothese de l'inegalite des races de meme que celle de l'inegalite des langues etait assez repandue au 19 e s., il est legitime de se demander comment l'on concevait le rapport eventuel entre les classifications ethniques et linguistiques. Broca, pour sa part, conclut a la priorite des donnees physiques pour les recherches anthropologiques et n'accorde qu'un role secondaire a la linguistique. Renan, par contre, part de l'idee…
Diachronie Et Continuté: Les Vues De Gaston Paris Sur La Grammaire Historique Du Français
Article DIACHRONIE ET CONTINUTÉ: LES VUES DE GASTON PARIS SUR LA GRAMMAIRE HISTORIQUE DU FRANÇAIS was published on January 1, 1991 in the journal Folia Linguistica (volume 25, issue Historica-vol-12-1-2)
La phrase et son analyse
D'ailleurs, les fondateurs de la grammaire historico-comparative en France comme Gaston Paris, Paul Meyer, Victor Henry ou Michel Bral taient conscients d'avoir trop dlaiss les tudes grammaticales et syntaxiques, comme il appert de l'introduction l'article La grammaire franaise au XXe sicle dans laquelle Bral (1903 : 801) cite une conversation avec Paris 2
L’apport Des Tic à La Mise En Place D’un Dispositif D’apprentissage Des Langues Centré Sur L’apprenant
Preview this article: L’apport Des Tic à La Mise En Place D’un Dispositif D’apprentissage Des Langues Centré Sur L’apprenant, Page 1 of 1 /docserver/preview/fulltext/itl.154.08des-1.gif
Abel Hovelacque et l’école de linguistique naturaliste: L’inégalité des langues permet-elle de conclure à l’inégalité des races
Dans la mesure ou l'hypothese de l'inegalite des races de meme que celle de l'inegalite des langues etait assez repandue au 19 e s., il est legitime de se demander comment l'on concevait le rapport eventuel entre les classifications ethniques et linguistiques. Broca, pour sa part, conclut a la priorite des donnees physiques pour les recherches anthropologiques et n'accorde qu'un role secondaire a la linguistique. Renan, par contre, part de l'idee…
The Influence of Learners’ Attitudes to and Perceptions of Call: A Methodological Approach
In recent years, the field of Computer-Assisted Language Learning – CALL – has grown tremendously and has seen a number of major developments: CALL has become accessible to a larger and more diverse audience and has developed didactic practices that can be implemented in education. In addition, there has been a growing amount of research that focuses on learners’ attitudes towards CALL and, more generally, towards computer-based language learning…
Considering Cultural Perspectives in Mexico and Peru in the Teaching of Spanish
In an effort to better understand Latin American cultural perspectives that should be communicated to students as part of their learning to function in Spanish, a survey articulating 26 hypothesized cultural perspectives of modern Latin Americans was administered to 58 individuals from Mexico and Peru. Survey items were based mainly on the Kluckhohn Model’s five areas: human nature, man-nature, time, activity and relations. Results revealed some …
The Shifting of the Demonstrative Determiner in French and Dutch in Parallel Corpora: From Translation Mechanisms to Structural Differences
This paper focuses on translational shifts with respect to the demonstrative determiner in French and Dutch in parallel corpora. The paper aims to identify the types of translation shifts that occur systematically, and to explore the underlying mechanisms and semantic effects of this process. For this purpose, a well-balanced sub-corpus of the Dutch Parallel Corpus is used, making it possible to analyze both directions (French – Dutch and Dutch –…
ReCall special issue: Digital games for language learning: challenges and opportunities
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Captioned video for L2 listening and vocabulary learning: A meta-analysis
Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages: An approximate replication study of Stæhr (2009)
The present study aims to replicate Stæhr’s (2009) study on the relationship between vocabulary knowledge and listening comprehension. To explore the generalizability of Stæhr’s findings, two experiments were conducted. However, the study changed the population (Flemish learners) and proficiency level of the materials in the first experiment (intermediate) and also the language in the second experiment (French). Our results generally confirm Stæh…
The Impact of Instruction and Out-of-School Exposure to Foreign Language Input on Learners' Vocabulary Knowledge in Two Languages
This cross-sectional study investigated the impact of length of instruction, out-of-school exposure to foreign language input, and gender on learners' receptive vocabulary knowledge in two foreign languages: French (first foreign language) and English (second foreign language). The findings suggest that, although length of instruction correlated positively with vocabulary knowledge in English and French, the gains remained modest when out-of-scho…
Multimodal learning analytics to investigate cognitive load during online problem solving
To have insight into cognitive load (CL) during online complex problem solving, this study aimed at measuring CL through physiological data. This study experimentally manipulated intrinsic and extraneous load of exercises in the domain of statistics, resulting in four conditions: high complex with hints, low complex with hints, high complex without hints and low complex without hints. The study had a within‐subject‐design in which 67 students sol…
Combining Explicit and Sensitive Indices for Measuring L2 Vocabulary Learning Through Contextualized Input and Word-Focused Instruction
This study combines explicit (pen-and-paper) and sensitive (time-pressured) measures to gauge the impact of three instructional interventions (contextualized input with meaning-focused activities, contextualized input with word-focused activities, and decontextualized input with word-focused exercises) on the learning of 20 L2 French target verbs. Participants ( N = 313, L1 = Dutch) completed a combination of explicit (form recognition, meaning r…
Psychology (8 works) · Computer Science (6 works) · Linguistics (5 works) · EFL/ESL Teaching and Learning (4 works) · Philosophy (4 works) · Vocabulary (4 works) · Artificial Intelligence (3 works) · Cognitive psychology (3 works) · Historical Linguistics and Language Studies (3 works) · Humanities (3 works)