This article examines how master’s students consult and process sources in source-based writing tasks in L1 and L2. Two hundred eighty master’s students wrote a text in their L1 (Dutch) and L2 (English) at the beginning and end of the academic year. They wrote these texts based on three sources: a report, a web text, and a newspaper article. Their writing processes were registered using the Inputlog keylogging program. This allowed us to determine how much time the students spent reading the sources, when they did so, which sources they consulted most frequently, and how often they switched between the various (types of) sources. The quality of the texts was assessed holistically using pairwise comparisons (D-pac). Confirmative factor analysis showed three components to be relevant to describe source use in L1 and L2 writing: (a) initial reading time, (b) interaction with sources, and (c) the degree of variance in source use throughout the writing process. Individual text quality remained stable in L1 and L2 throughout the academic year. Structural equation modeling showed that the approach in source use, especially source interaction, is correlated with text quality, but in L1 only.

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This paper examines the correlation between musical aptitude and pronunciation proficiency in an experiment with 29 university students of Spanish as a foreign language. The 29 participants took a test in Spanish pronunciation and prosody as well as in musicality. The pronunciation and prosody test consisted of two parts. The first part was a receptive phonemic discrimination test and the second part was a productive test in which they had to repeat words and sentences chosen for their prosodic characteristics. The musical aptitude test also consisted of a receptive part on musicality in general, as well as a productive part, which included the reproduction of tones, tone intervals, rhythms and the singing of a melody. The statistical analysis with Pearson's correlation-coefficients revealed a positive correlation (although not for all aspects) between the musical and foreign language pronunciation proficiency aptitudes. The results are commented on in the discussion. Relevant teaching implications are included in the conclusion.Keywords: pronunciation and prosody proficiency in a second/foreign language, musical aptitude, Spanish as a second/foreign language research, experimental research, Spanish as a second/foreign language teaching.