NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
The Influence of Standard and Substandard Dutch on Gender Assignment in Second Language German
Peer reviewed Peer reviewed
Direct linkDirect link
Vanhove, Jan – Language Learning, 2017
This study investigated how standard and substandard varieties of first language (L1) Dutch affect grammatical gender assignments to nouns in second language (L2) German. While German distinguishes between masculine, feminine, and neuter gender, the masculine--feminine distinction has nearly disappeared in Standard Dutch. Many substandard Belgian…
Descriptors: Indo European Languages, Standard Spoken Usage, Native Language, Language Research
A Context-Dependent View on the Linguistic Interdependence Hypothesis: Language Use and SES as Potential Moderators
Peer reviewed Peer reviewed
Direct linkDirect link
Prevoo, Mariëlle J. L.; Malda, Maike; Emmen, Rosanneke A. G.; Yeniad, Nihal; Mesman, Judi – Language Learning, 2015
The linguistic interdependence hypothesis states that the development of skills in a second language (L2) partly depends on the skill level in the first language (L1). It has been suggested that the theory lacked attention for differential interdependence. In this study we test what we call the hypothesis of context-dependent linguistic…
Descriptors: Linguistic Theory, Second Language Learning, Socioeconomic Status, Vocabulary Development
Modeling the Development of L1 and EFL Writing Proficiency of Secondary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Schoonen, Rob; van Gelderen, Amos; Stoel, Reinoud D.; Hulstijn, Jan; de Glopper, Kees – Language Learning, 2011
This longitudinal study investigates the development of writing proficiency in English as a foreign language (EFL), in contrast to the development of first language (L1) writing proficiency in Dutch L1, in a sample of almost 400 secondary school students in the Netherlands. Students performed several writing tasks in both languages in three…
Descriptors: Structural Equation Models, Second Language Learning, Metacognition, Foreign Countries
Metacognitive and Language-Specific Knowledge in Native and Foreign Language Reading Comprehension: An Empirical Study Among Dutch Students in Grades 6, 8, and 10.
Peer reviewed Peer reviewed
Schoonen, Rob; Hulstijn, Jan; Bossers, Bart – Language Learning, 1998
Discusses a study of grades six, eight, and ten students in the Netherlands to whom grade-appropriate measures of reading comprehension and vocabulary knowledge were administered in their native language, Dutch, as well as in English. The aim was to explore relative contributions to native language and foreign language reading comprehension of a…
Descriptors: Dutch, Elementary Secondary Education, English (Second Language), Foreign Countries