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…

It has frequently been claimed that, in foreign language writing, attention to linguistic processes inhibits attention available for higher level conceptual processing [e.g., Chenoweth & Hayes, 2001; Whalen & Menard, 1995]. This study examines this hypothesis for foreign language revision processes by comparing online revisions made by 22…

Presents an analysis of the relationship between third language reading comprehension and its constituent skills for bilingual Dutch students for whom English is a third language (L3), compared to monolingual Dutch students for whom English is a second language (L2). (Author/VWL)

To study lexical knowledge relevant for school success, 40 monolingual Dutch and 40 bilingual Turkish 9 and 11-year olds were asked to explain the meanings of common Dutch nouns in an extended word definition task. Compared to the monolingual Dutch children, the bilingual Turkish children allotted less extensive and varied meanings to Dutch words.…

A study investigated the lexical knowledge of 40 Turkish-Dutch bilingual children aged 9 and 11 years and living in the Netherlands. Results indicate important differences between available lexical knowledge in the first language (L1) and second language (L2); children allot to L1 words less extensive and less varied meaning aspects than to L2…