Individual Differences in L1 Attainment and Language Aptitude Predict L2 Achievement in Instructed Language Learners

Autor/inn/en	L. Sparks, Richard; S. Dale, Philip; M. Patton, Jon
Titel	Individual Differences in L1 Attainment and Language Aptitude Predict L2 Achievement in Instructed Language Learners
Quelle	In: Modern Language Journal, 107 (2023) 2, S.479-508 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (L. Sparks, Richard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12841
Schlagwörter	Second Language Learning; Language Acquisition; Correlation; Secondary School Students; Writing Skills; Oral Language; Language Skills; Cognitive Processes; Language Proficiency; Spanish; Reading Skills; Vocabulary; Listening Comprehension; Individual Differences + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Korrelation; Sekundarschüler; Writing skill; Schreibfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Cognitive process; Kognitiver Prozess; Language skills; Spanisch; Reading skill; Lesefertigkeit; Wortschatz; Hörverständnis; Individueller Unterschied
Abstract	Although most children learn to communicate in their first language (L1), there is normal and expected variation in their rate of acquisition across all components of the language system. Until recently, most second language acquisition and second language (L2) researchers have assumed that individual differences (IDs) in L1 acquisition are small and irrelevant to IDs in L2 acquisition. However, growing evidence has found strong relationships between IDs in L1 attainment and ultimate L2 achievement. In this longitudinal study, US secondary students were administered measures of L1 written and oral achievement, L1 cognitive processing, and L2 aptitude, then followed over 3 years of Spanish instruction and administered standardized measures of L2 literacy and oral proficiency at the end of each year. Hierarchical regressions followed by regression commonality analysis showed that IDs in L1 achievement alone (reading, writing, vocabulary, and print exposure) accounted for substantial unique variance in L2 reading, writing, listening comprehension, and oral proficiency, while L2 aptitude accounted for additional unique variance at the end of each year. A new finding showed that variance accounted for by L1 skills increased from first to second to third year. Results lend additional support to the conclusion of strong L1-L2 relationships between IDs in L1 attainment and IDs in L2 achievement. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01