Long-Term Relationships among Early First Language Skills, Second Language Aptitude, Second Language Affect, and Later Second Language Proficiency

Autor/inn/en	Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy
Titel	Long-Term Relationships among Early First Language Skills, Second Language Aptitude, Second Language Affect, and Later Second Language Proficiency
Quelle	In: Applied Psycholinguistics, 30 (2009) 4, S.725-755 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716409990099
Schlagwörter	Second Languages; Predictor Variables; Aptitude Tests; Decoding (Reading); Grade 1; Language Aptitude; Language Proficiency; High School Students; Longitudinal Studies; Correlation; Student Motivation; Applied Linguistics; Psycholinguistics; Language Processing; Language Skills; Second Language Learning; Language Tests; Modern Language Aptitude Test + Suchen Sie Ihr Suchwort? Second language; Zweitsprache; Prädiktor; Aptitude test; Eignungsprüfung; Eignungstest; Dekodierung; School year 01; 1. Schuljahr; Schuljahr 01; Sprachbegabung; Spracheignung; Language skill; Language skills; Sprachkompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Schulische Motivation; Linguistics; Linguistik; Angewandte Linguistik; Psycholinguistik; Sprachverarbeitung; Zweitsprachenerwerb; Language test; Sprachtest
Abstract	Fifty-four students were followed over 10 years beginning in first grade to determine best predictors of oral and written second language (L2) proficiency. Predictor variables included measures of first language (L1) skill administered in first through fifth grades, L1 academic aptitude, L2 aptitude (Modern Language Aptitude Test), and L2 affect (motivation, anxiety). All participants completed 2 years of L2 study in high school. Findings revealed strong correlations between early L1 skills and later L2 proficiency, but the Modern Language Aptitude Test was the best predictor of overall L2 proficiency and most L2 proficiency subtests. However, L1 word decoding was the best predictor of L2 word decoding skills. Early L1 skills, L2 motivation, or L2 anxiety added a small amount of variance to the prediction models. Findings suggested that language-related variables are the most robust predictors of L2 proficiency. Results are discussed in the context of long-term cross linguistic transfer of early L1 skills to later L2 aptitude and L2 proficiency. (As Provided).
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Update	2017/4/10