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A Context-Dependent View on the Linguistic Interdependence Hypothesis: Language Use and SES as Potential Moderators
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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
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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
Testing Pronunciation: An Application of Generalizability Theory.
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van Weeren, J.; Theunissen, T. J. J. M. – Language Learning, 1987
A systematic and explicit approach to evaluation of pronunciation is proposed. Generalizability theory was applied in order to comprise all relevant factors in one psychomotor model. French and German pronunciation tests (in Appendix) were devised and evaluated. Common pronunciation problems for native Dutch speakers were incorporated. (Author/LMO)
Descriptors: Communicative Competence (Languages), Dutch, Error Analysis (Language), Error Patterns
Transfer in Bilingual Development: The Linguistic Interdependence Hypothesis Revisited.
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Verhoeven, Ludo T. – Language Learning, 1994
This study examined linguistic interdependence in 98 bilingual Turkish/Dutch children of Turkish background living in the Netherlands since birth, to determine whether language and literacy skills can be transferred from 1 language. The results indicated that, although the transference of lexicon and syntax skills was limited, pragmatic,…
Descriptors: Bilingualism, Dutch, Elementary Education, Elementary School Students