Sible Andringa
Research interests
- Second language acquisition
- Assessment of (second language) proficiency
- Listening proficiency (current research project)
Currently, I am involved in the Stilis project (studies in listening proficiency). The goal of this project is to explore and hopefully explain individual differences in listening proficiency. This will be done by assessing our participants' sentence processing skills and several related skills/capacities we hypothesize to be predictive of or related to listening comprehension. We will do sofor first and second language learners of higher and lower education and for older and younger learners. The Stilis project is a five-year project that started in August 2007 (with Catherine van Beuningen, Jan Hulstijn, Nomi Olsthoorn and Rob Schoonen).
Teaching
I work as assistant professor at the Department of Dutch. Most of the courses I teach belong to the Master programme Dutch as a Second Language (Duale Master Nederlands als Tweede Taal). In 2011/12, I am teaching:
- Verwerving NT2 (Acquistion of Dutch as a second language)
- Praktijk en beleid inzake NT2-onderwijs (Educational practice and policy for Dutch as a second language)
- Methoden en technieken van de comparatieve Neerlandistiek (Methodology of comparative Dutch linguistics)
Previously taught courses:
- Research Design and Statistical Analysis
- Language in Society (at the Department of English)
- Tweede- en vreemde-taalverwerving (Second and foreign language acquisition)
Selection of recent presentations
For those interested, I'd be happy to send you the slides.
- Determinants of success in listening comprehension: the role of verbal working memory. AAAL 2012, Boston, 24-27 March 2012.
- A comparison of individual differences in native and non-native speaker listening comprehension ability. 4th Language Learning A. Guiora Roundtable, Max Planck Institute, Nijmegen, 22 -23 September 2011
- The use of native speaker norms in critical period hypothesis reserach. Eurosla, Stockholm, Sweden, 10 September 2011
- A decomposition of non-native speaker listening ability. ISB, Oslo, Norway, June 2011.
- Sources of Individual Differences in Native and Nonnative Utterance Comprehension, EUROSLA, Reggio Emilia, Italy, September 1-4, 2010.
- Individual differences in native speaker utterance comprehension. Anéla Spring Conference, April 16, 2010 and OAP, December 19, 2009.
- The role of working memory in L1 and L2 comprehension. ISB7, July 8-11, 2009, Utrecht .
Publications
S.J. Andringa, N.M. Olsthoorn, C.G. van Beuningen, J.J.M. Schoonen & J.H. Hulstijn (accepted). Determinants of success in native and non-native listening comprehension: An individual differences approach. Language Learning. Andringa S.J., C.M. de Glopper & H.I. Hacquebord. (2011). The Effect of Explicit and Implicit Instruction on Free Written Response Task Performance. Language Learning, 61, 3, pp 868 - 903. Andringa, S.J., N.M. Olsthoorn & J.H. Hulstijn (in preparation). Individual differences in native speaker utterance comprehension. Olsthoorn, N.M., S.J. Andringa & J.H. Hulstijn (submitted). Visual and Auditory digit span performance in native and non-native speakers . Andringa S.J. (2010). Toetsing en Evaluatie. In Bossers, B., F. Kuiken & A. Vermeer. (eds) Handboek Nederlands als tweede taal in het volwassenenonderwijs. Bussum: Couthino. Andringa, S.J. (2009). Over de zuiverheid van Toetsing. Vakwerk, 6. Olsthoorn , N.M. & Andringa, S.J. (2009). Working memory is more than what is measured by a WM task: Acase in point: Segmentation proficiency and verbal working memory. In Backus et al. (eds). Artikelen van de Zesde Anéla-conferentie. Delft: Eburon. Andringa, S.J. (2008). Review of the book Investigating Tasks in Formal Language Learning. Language Teaching Research, 12, 538-540. Andringa S.J. (2007). Grammaticaonderwijs en de ontwikkeling van tweedetaalvaardigheid. Levende Talen Tijdschrift 8 (1), 23-29. Hacquebord, H.I., S. Andringa, T.R. Linthorst, B.P. Stellingwerff, (2006). Diafoon, luistertoets voor de brugklas. Etoc/RuG: Groningen (www.diataal.nl). Hacquebord, H.I., S. Andringa, T.R. Linthorst, (2006). Diatekst, Tekstbegriptoets voor de brugklas. Etoc/RuG: Groningen (www.diataal.nl). Andringa S. (2005). The effect of form-focused instruction on second language proficiency. Dissertation: Rijksuniversiteit Groningen. Hacquebord, H.I. & S. Andringa. (2000). Hacquebordtoets in een nieuw jasje. Tijdschrift voor Remedial Teaching. Jaargang 8: september, 39-42. Hacquebord, H.I. & S. Andringa. (2000) Elektronische tekstbegriptoets voor basisvorming. Groningen/Utrecht: RuG/APS. Andringa S. & H.I. Hacquebord. (2000). De moeilijkheidsgraad van schoolboekteksten als grondslag voor het vaststellen van tekstbegripvaardigheid . Toegepaste Taalwetenschap in Artikelen, 2 (64),83-94. Andringa, S., N. Bienfait, F. Kuiken & W. van der Schaaf. (2000) Zebra Grammatica. Amsterdam: Meulenhoff Educatief.