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Determinants of Success in Native and Non-Native Listening Comprehension: An Individual Differences Approach
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Andringa, Sible; Olsthoorn, Nomi; van Beuningen, Catherine; Schoonen, Rob; Hulstijn, Jan – Language Learning, 2012
The goal of this study was to explain individual differences in both native and non-native listening comprehension; 121 native and 113 non-native speakers of Dutch were tested on various linguistic and nonlinguistic cognitive skills thought to underlie listening comprehension. Structural equation modeling was used to identify the predictors of…
Descriptors: Listening Comprehension, Structural Equation Models, Individual Differences, Short Term Memory
Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition.
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Hulstijn, Jan; Laufer, Batia – Language Learning, 2001
English-as-a-foreign-language (EFL) learners in two countries participated in two parallel experiments testing whether retention of vocabulary acquired incidentally is contingent on amount of task-induced involvement. Results are discussed in light of the construct of task-induced involvement. (Author/VWL)
Descriptors: Cognitive Processes, English (Second Language), Foreign Countries, Reading Comprehension
Metacognitive and Language-Specific Knowledge in Native and Foreign Language Reading Comprehension: An Empirical Study Among Dutch Students in Grades 6, 8, and 10.
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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