June Eyckmans

List of John Benjamins publications for which June Eyckmans plays a role.

Articles

In incidental learning, open class vocabulary items with high or relatively high objective frequency in input are comparatively likely to be acquired. However, many single words and most multiword expressions (MWEs) occur infrequently in authentic input. It has therefore been argued that learners… read more | Article
Rosiers, Alexandra, Koen Plevoets and June Eyckmans 2020 Choosing to become an interpreter: A matter of personality and memory capacity?Translation, Cognition & Behavior 3:1, pp. 25–50
Within the world of interpreting, persistent clichés exist about an interpreter’s required personality and cognitive traits. For instance, an interpreter is thought to be communicative, stress-resistant and to have excellent memory skills. Yet, while research has been conducted into interpreters’… read more | Article
Rosiers, Alexandra, Evy Woumans, Wouter Duyck and June Eyckmans 2019 Investigating the presumed cognitive advantage of aspiring interpretersInterpreting 21:1, pp. 115–134
In complex tasks such as interpreting, the importance of a well-functioning working memory can hardly be overestimated. However, empirical studies have failed to produce consistent results with regard to an interpreter advantage in working memory. Recent studies tend to focus on the executive… read more | Article
This exploratory study investigates the development of personality dimensions related to multicultural effectiveness and its relation to amount of target language use and self-perceived progress in speaking during a sojourn abroad in seven European countries. The participants were 59 Swedish and… read more | Article
Eyckmans, June 2015 Review of Nacey (2013): Metaphors in Learner EnglishThe political impact of metaphors, Perrez, Julien and Min Reuchamps (eds.), pp. 290–294
Review
In a previous, effect-of-instruction study (Deconinck et al. 2010), we reported on the benefits for word learning of an intervention which prompts learners to evaluate the extent to which a novel word’s meaning is congruent with its form. However, that study did not explore the nature of the… read more | Article
High proficiency in L2 partly depends on acquiring many formulaic sequences (FSs), yet post-childhood learners find this difficult. Ways of accelerating the acquisition of FSs would be welcome. Small-scale studies have indicated that assonance (e.g., strong bond) makes studied FSs especially… read more | Article
Rosiers, Alexandra, June Eyckmans and Daniel Bauwens 2014 A story of attitudes and aptitudes? Investigating individual difference variables within the context of interpretingAptitude for Interpreting, Pöchhacker, Franz and Minhua Liu (eds.), pp. 55–70
Unlike in the early days of interpreter training, most student interpreters nowadays are still in the process of acquiring their target language(s), which raises questions as to which skills — linguistic as well as non-linguistic — may be required at the outset of interpreter training. This study… read more | Article
Rosiers, Alexandra, June Eyckmans and Daniel Bauwens 2011 A story of attitudes and aptitudes? Investigating individual difference variables within the context of interpretingAptitude for Interpreting, Shlesinger, Miriam † and Franz Pöchhacker (eds.), pp. 53–69
Unlike in the early days of interpreter training, most student interpreters nowadays are still in the process of acquiring their target language(s), which raises questions as to which skills — linguistic as well as non-linguistic — may be required at the outset of interpreter training. This study… read more | Article
Deconinck, Julie, Frank Boers and June Eyckmans 2010 Helping learners engage with L2 words: The form–meaning fitApplied Cognitive Linguistics in Second Language Learning and Teaching, Littlemore, Jeannette and Constanze Juchem-Grundmann (eds.), pp. 95–114
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… read more | Article
Eyckmans, June, Philippe Anckaert and Winibert Segers 2009 The perks of norm-referenced translation evaluationTesting and Assessment in Translation and Interpreting Studies: A call for dialogue between research and practice, Angelelli, Claudia V. and Holly E. Jacobson (eds.), pp. 73–93
Article
Anckaert, Philippe, June Eyckmans et Winibert Segers 2008 Pour Une Évaluation Normative De La Compétence De TraductionITL - International Journal of Applied Linguistics 155, pp. 53–76
Après un bref aperçu des risques d’infidélité d’une évaluation critériée de la compétence de traduction, liés principalement à la subjectivité du correcteur, nous mettons en évidence les limites des tentatives d’objectivation du processus d’évaluation au moyen de grilles de correction ou… read more | Article
Boers, Frank, June Eyckmans and Hélène Stengers 2006 Motivating multiword units: Rationale, mnemonic benefits, and cognitive style variablesEUROSLA Yearbook: Volume 6 (2006), Foster-Cohen, Susan H., Marta Medved Krajnovic and Jelena Mihaljević Djigunović (eds.), pp. 169–190
In recent years, many educational linguists have emphasised the importance of drawing language learners’ attention to multiword units (i.e., strong collocations, idioms, etc.), because knowledge of such units is believed to help learners come across as fluent, native-like and accurate L2 speakers.… read more | Article
Article
Boers, Frank, Murielle Demecheleer and June Eyckmans 2004 4. Etymological elaboration as a strategy for learning idiomsVocabulary in a Second Language: Selection, acquisition, and testing, Bogaards, Paul and Batia Laufer (eds.), pp. 53–78
Chapter
This article reports an experiment in which mental imagery was used as a mnemonic strategy to enhance learners' retention of figurative idioms. Language students in tertiary education were provided with on-line exercises on 120 English idioms. Under the experimental condition, participants were… read more | Article
This article reports on an experiment in which the Yes/No vocabulary test is used with French-speaking learners of Dutch. In previous experiments with Francophone subjects the data were characterised by high false alarm rates which may be due to a response bias. In the current experiment, we aim to… read more | Article
The Yes/No vocabulary test seems to be a promising tool for measuring the receptive vocabulary size of foreign language learners. The test consists of items that are either words or pseudowords and the subjects have to indicate whether or not they know the meaning of these items. This article… read more | Article