Ineke van de Craats

Biographic Data

ID5902524
NAMEIneke van de Craats
GIVEN NAMESIneke
FAMILY NAMEvan de Craats
SIGNATUREVAN DE CRAATS I
AFFILIATIONSNijmegen University/CLS
VERIFIEDNo
TOTAL WORKS4
TOTAL CITATIONS6
AUTHOR COUNT4
EDITOR COUNT0
FIRST PUBLICATION YEAR2000
LATEST PUBLICATION YEAR2015
H-INDEX1

  • Meaning and function of dummy auxiliaries in adult acquisition of Dutch as an additional language

    Open AccessManuela Julien, Roeland Van Hout et al.ARTICLESecond language Research2015Cited by: 1References: 1

    This article presents the results of experimental data on language production and comprehension. These show that adult learners of Dutch as an additional language, with different language backgrounds, and a L2 proficiency below level A2 (Waystage) of the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001), use dummy auxiliaries as a structural device and interpret them as semantically vacuous. Proficiency level in…

  • Dummy auxiliaries in the second language acquisition of Moroccan learners of Dutch

    Open AccessIneke van de Craats, Roeland Van HoutARTICLESecond language Research2010Cited by: 5References: 7

    This study examines an interlanguage in which Moroccan learners of Dutch use non-thematic verbs in combination with thematic verbs that can be inflected as well. These non-thematic verbs are real dummy auxiliaries because they are deprived of semantic content and primarily have a syntactic function. Whereas in earlier second language (L2) research only patterns with ‘be’ were found for learners of three Germanic languages with various first langu…

  • Conservation in the acquisition of possessive lexical items

    Open AccessIneke van de CraatsARTICLELinguistics in the Netherlands2002

    n Contains fulltext :\n 259545.pdf (Publisher’s version ) (Open Access)\n

  • Conservation of grammatical knowledge

    Open AccessIneke van de Craats, Norbert Corver et al.ARTICLELinguistics2000

    This article deals with the acquisition of possessive DP structures by Turkish and Moroccan adults and children learning Dutch without substantial classroom instruction. Our main claim is that L 2 learners systematically and consistently rely on their grammatical knowledge, which surfaces in the initial stages of the L 2 acquisition process but also has a strong impact on later developmental stages. Such a strong conservation encompasses paramete…