Individual Differences in L2 Achievement Mirror Individual Differences in L1 Skills and L2 Aptitude: Crosslinguistic Transfer of L1 to L2 Skills

Autor/inn/en	Sparks, Richard L.; Patton, Jon; Luebbers, Julie
Titel	Individual Differences in L2 Achievement Mirror Individual Differences in L1 Skills and L2 Aptitude: Crosslinguistic Transfer of L1 to L2 Skills
Quelle	In: Foreign Language Annals, 52 (2019) 2, S.255-283 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12390
Schlagwörter	Individual Differences; Low Achievement; Language Aptitude; Second Language Learning; Second Language Instruction; Language Tests; Language Proficiency; Spanish; High Achievement; Secondary School Students; Cognitive Processes; Native Language; English; Standardized Tests; Scores; Literacy; Comparative Analysis; Short Term Memory; Transfer of Training + Suchen Sie Ihr Suchwort? Individueller Unterschied; Unterdurchschnittliche Leistung; Sprachbegabung; Spracheignung; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Spanisch; Sekundarschüler; Cognitive process; Kognitiver Prozess; English language; Englisch; Standadised tests; Standardisierter Test; Alphabetisierung; Schreib- und Lesefähigkeit; Kurzzeitgedächtnis; Training; Transfer; Ausbildung
Abstract	Studies with U.S. secondary second language (L2) learners have revealed individual differences (IDs) in first language (L1) skills and L2 aptitude and shown that these IDs are related to L2 achievement and proficiency. In this study, U.S. students were administered measures of L1 achievement, L1 cognitive processing, and L2 aptitude; followed through 2 to 3 years of Spanish courses; and administered standardized measures of Spanish achievement at the end of each year. Students were divided into high-, average-, and low-achieving groups according to their scores on the Spanish measures and compared on the L1 measures and L2 aptitude test. Findings showed significant overall group differences on most L1 measures and significant between-group differences on most L1 measures and the L2 aptitude test. IDs in L1 literacy, L1 working memory, and L2 aptitude best discriminated among students who completed 2 versus 3 years of Spanish. Results support claims that IDs in L2 achievement mirror IDs in L1 skills and provide evidence for the crosslinguistic transfer of L1 to L2 skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01