Experience, Aptitude, and Individual Differences in Linguistic Attainment: A Comparison of Native and Nonnative Speakers

Autor/in	Dabrowska, Ewa
Titel	Experience, Aptitude, and Individual Differences in Linguistic Attainment: A Comparison of Native and Nonnative Speakers
Quelle	In: Language Learning, 69 (2019), S.72-100 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dabrowska, Ewa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12323
Schlagwörter	Individual Differences; Native Speakers; Second Language Learning; Phrase Structure; English (Second Language); Language Usage; Grammar; Vocabulary Development; Language Aptitude; Predictor Variables; Age Differences; Nonverbal Ability; Adults; Immigrants; Language Tests; Prediction; Comparative Analysis; Educational Attainment; Literacy + Suchen Sie Ihr Suchwort? Individueller Unterschied; Muttersprachler; Zweitsprachenerwerb; Phrasenstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Grammatik; Wortschatzarbeit; Sprachbegabung; Spracheignung; Prädiktor; Age; Difference; Age difference; Altersunterschied; Immigrant; Immigrantin; Immigranten; Language test; Sprachtest; Vorhersage; Bildungsabschluss; Bildungsgut; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	This study compares the performance of native speakers and adult second language (L2) learners on tasks tapping proficiency in grammar, vocabulary, and collocations. In addition, data were collected on several predictors of individual differences in linguistic attainment, including some related to language experience (print exposure, education, and--for L2 speakers--length of residence and use of English) and some relating to an individual's aptitude to learn (language analytic ability and nonverbal intelligence) as well as age and (for L2 speakers) age of arrival. As anticipated, the native group outperformed L2 speakers on all three language measures, although the effect sizes were much larger for collocations than for grammar or vocabulary. Crucially, there were vast individual differences in both groups and considerable overlap between groups, particularly for grammar. Regression analyses revealed both similarities and differences between native and nonnative speakers in which nonlinguistic measures best predict performance on the language tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01