Julie Deconinck
Dados Biográficos
| ID | 6478643 |
|---|---|
| NOME | Julie Deconinck |
| PRENOMES | Julie |
| SOBRENOME | Deconinck |
| ASSINATURA | DECONINCK J |
| AFILIAÇÕES | Vrije Universiteit Brussel |
| ORCID | 0000-0002-1691-4785 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 12 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Transportable but untranslatable?
This paper examines Virginia Woolf’s distinctive English and the challenges of translating it into Russian. To this end, it provides an analysis of Woolf’s essay On Being Ill , considering the stylistic features which define her language. This includes separating subjects and predicates with multiple subordinate clauses, parataxis, and mixing direct and indirect discourse. Woolf’s prose rhythm is created through alternating long and short sentenc…
English moves
As the world’s “hyper-central” language, English operates within asymmetrical structures of power while enabling processes of hybridization, adaptation, and contestation. Rather than a bounded, homogeneous system, English is a (trans)portable resource that circulates across linguistic, cultural, literary and medial contexts. Assembling insights from sociolinguistics, literary and cultural studies as well as translation research, this opening cont…
Helping learners develop autonomy in acquiring multiword expressions
Second language (L2) learners stand to gain substantially from mastering a wide range of multiword expressions (MWEs), and several studies have examined the benefits of language courses that regularly draw learners’ attention to MWEs. However, most of these studies focused on the learners’ retention of the MWEs included in the course materials and did not examine a potential broader and longer term effect. In the present study, upper‐intermediate…
Teaching L2 Spanish idioms with semantic motivation
This paper reports on a small-scale experiment conducted to assess two pedagogical approaches to teaching idioms. Using a counter-balanced study design, 30 English-speaking learners of L2 Spanish participated in two pedagogical interventions intended to enhance the students’ cognitive engagement by focusing on the literal-figurative meaning connection of 20 idioms. One treatment invited learners to hypothesize about that connection retroactively …
Language learning motivation and projected desire
Recent studies on language learning motivation have foregrounded notions of identity formation and self-fulfilment. This paper takes two different theoretical frameworks as points of departure (Dörnyei’s ‘L2 Motivational Self System’ and Kramsch’s ‘desire in language’), but it looks at the motivation/desire of the parents of young language learners, rather than at the learners themselves. Based on in-depth interviews about language and identity w…
Metalinguistic awareness in L2 vocabulary acquisition
Research has shown that prompting learners to elaborate on the appropriateness of form-meaning links can be an efficient vocabulary learning exercise (Deconinck, Boers & Eyckmans, 2017). In this paper we wish to shed more light on the mental processes that occur during this specific elaborative task by investigating the influence of individual learner variables pertaining to prior linguistic knowledge and a number of word-specific features. To th…
Does adding pictures to glosses enhance vocabulary uptake from reading
Typographic enhancement of multiword units in second language text
This study examines the effect of typographic enhancement on L2 learners’ intake of multiword units from reading. EFL learners read texts in one of three versions: (1) with many multiword units underlined; (2) with half of these multiword units underlined; and (3) without any underlining. The learners were subsequently asked to identify the multiword units they remembered encountering in the texts. The purpose of the text version in which only ha…
Helping learners engage with L2 words
The pace at which new words are acquired is influenced by the degree of engagement with them on the part of the learner. Insights from cognitive linguistics into the non-arbitrary aspects of vocabulary can be turned into stimuli for such engagement. The majority of Cognitive Linguists’ proposals for vocabulary teaching aim at helping learners appreciate the way a single word form can develop different meanings. This, however, presupposes knowledg…
Does adding pictures to glosses enhance vocabulary uptake from reading
Typographic enhancement of multiword units in second language text
This study examines the effect of typographic enhancement on L2 learners’ intake of multiword units from reading. EFL learners read texts in one of three versions: (1) with many multiword units underlined; (2) with half of these multiword units underlined; and (3) without any underlining. The learners were subsequently asked to identify the multiword units they remembered encountering in the texts. The purpose of the text version in which only ha…
Helping learners engage with L2 words
The pace at which new words are acquired is influenced by the degree of engagement with them on the part of the learner. Insights from cognitive linguistics into the non-arbitrary aspects of vocabulary can be turned into stimuli for such engagement. The majority of Cognitive Linguists’ proposals for vocabulary teaching aim at helping learners appreciate the way a single word form can develop different meanings. This, however, presupposes knowledg…
Typographic enhancement of multiword units in second language text
This study examines the effect of typographic enhancement on L2 learners’ intake of multiword units from reading. EFL learners read texts in one of three versions: (1) with many multiword units underlined; (2) with half of these multiword units underlined; and (3) without any underlining. The learners were subsequently asked to identify the multiword units they remembered encountering in the texts. The purpose of the text version in which only ha…
Metalinguistic awareness in L2 vocabulary acquisition
Research has shown that prompting learners to elaborate on the appropriateness of form-meaning links can be an efficient vocabulary learning exercise (Deconinck, Boers & Eyckmans, 2017). In this paper we wish to shed more light on the mental processes that occur during this specific elaborative task by investigating the influence of individual learner variables pertaining to prior linguistic knowledge and a number of word-specific features. To th…
Does adding pictures to glosses enhance vocabulary uptake from reading
Language learning motivation and projected desire
Recent studies on language learning motivation have foregrounded notions of identity formation and self-fulfilment. This paper takes two different theoretical frameworks as points of departure (Dörnyei’s ‘L2 Motivational Self System’ and Kramsch’s ‘desire in language’), but it looks at the motivation/desire of the parents of young language learners, rather than at the learners themselves. Based on in-depth interviews about language and identity w…
Helping learners develop autonomy in acquiring multiword expressions
Second language (L2) learners stand to gain substantially from mastering a wide range of multiword expressions (MWEs), and several studies have examined the benefits of language courses that regularly draw learners’ attention to MWEs. However, most of these studies focused on the learners’ retention of the MWEs included in the course materials and did not examine a potential broader and longer term effect. In the present study, upper‐intermediate…
Teaching L2 Spanish idioms with semantic motivation
This paper reports on a small-scale experiment conducted to assess two pedagogical approaches to teaching idioms. Using a counter-balanced study design, 30 English-speaking learners of L2 Spanish participated in two pedagogical interventions intended to enhance the students’ cognitive engagement by focusing on the literal-figurative meaning connection of 20 idioms. One treatment invited learners to hypothesize about that connection retroactively …
Transportable but untranslatable?
This paper examines Virginia Woolf’s distinctive English and the challenges of translating it into Russian. To this end, it provides an analysis of Woolf’s essay On Being Ill , considering the stylistic features which define her language. This includes separating subjects and predicates with multiple subordinate clauses, parataxis, and mixing direct and indirect discourse. Woolf’s prose rhythm is created through alternating long and short sentenc…
English moves
As the world’s “hyper-central” language, English operates within asymmetrical structures of power while enabling processes of hybridization, adaptation, and contestation. Rather than a bounded, homogeneous system, English is a (trans)portable resource that circulates across linguistic, cultural, literary and medial contexts. Assembling insights from sociolinguistics, literary and cultural studies as well as translation research, this opening cont…
Linguistics (7 obras) · Psychology (7 obras) · Second Language Acquisition and Learning (6 obras) · Computer Science (5 obras) · EFL/ESL Teaching and Learning (4 obras) · Cognitive psychology (3 obras) · Lexicography and Language Studies (3 obras) · Mathematics education (3 obras) · Philosophy (3 obras) · Vocabulary (3 obras)