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Modeling the Development of L1 and EFL Writing Proficiency of Secondary School Students
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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
Effect of Explicit and Implicit Instruction on Free Written Response Task Performance
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Andringa, Sible; de Glopper, Kees; Hacquebord, Hilde – Language Learning, 2011
A classroom study was designed to test the hypothesis that explicit knowledge is used by second-language (L2) learners in a free written response task if that knowledge is present. Eighty-one 12-18-year-old learners of Dutch as an L2 took part in a computer-assisted language learning experiment receiving either explicit or implicit instruction…
Descriptors: Grammar, Educational Technology, Hypothesis Testing, Second Language Learning
Inhibition or Compensation? A Multidimensional Comparison of Reading Processes in Dutch and English
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Stevenson, Marie; Schoonen, Rob; de Glopper, Kees – Language Learning, 2007
This study examined two competing hypotheses about second language reading processes: the inhibition hypothesis and the compensation hypothesis. Although the ideas expressed in these hypotheses have been reiterated in the literature, previous to this study, they had seldom been investigated systematically. The inhibition hypothesis states that in…
Descriptors: Indo European Languages, Second Language Learning, Comparative Analysis, Reading Strategies
Deriving the Meaning of Unknown Words from Multiple Contexts.
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van Daalen-Kapteijins, Maartje; Elshout-Mohr, Marianne; de Glopper, Kees – Language Learning, 2001
Students 11-12 years old were asked to derive the meaning of five unknown words, each embedded in three contexts. Students Proficiency was examined in three activities: decontextualization, cumulative testing, and defining. Eight students of high- and low-verbal ability were compared. Showed that young students are capable of performing meaning…
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning
Lexical Retrieval: An Aspect of Fluent Second-Language Production that Can Be Enhanced.
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Snellings, Patrick; van Gelderen, Amos; de Glopper, Kees – Language Learning, 2002
Examines feasibility of an experimental computerized training for fluent lexical retrieval in the second language in a classroom setting, applying techniques previously restricted to laboratory use. Results on both a lexical decision task and written lexical retrieval task show students in each condition have higher accuracy scores and superior…
Descriptors: Language Fluency, Second Language Instruction, Second Language Learning, Task Analysis
Deriving Word Meaning from Written Context: A Multicomponential Skill.
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Fukkink, Ruben G.; Blok, Henk; de Glopper, Kees – Language Learning, 2001
A cross-sectional study with Dutch first language learners from Grades 2,4, and 6 was conducted to investigate their ability to derive word meaning from written context. Used a multicomponential measure that involved the percentage of correct attributes, inclusion of false attributes, and contextualization. (Author/VWL)
Descriptors: Context Effect, Cross Sectional Studies, Dutch, Elementary School Students