Abstract
The study examined the underlying structures, psychometric properties, and predictive validity of the following domain-general and domain-specific grit scales: The (L2) Grit Scales and the Long-term (L2) Grit Scales. Seven hundred German-as-a-FL learners from six secondary schools in China filled in the four grit scales and a scale measuring self-perceived German proficiency. Two hundred and eighty-nine out of them participated in a subsequent German exam and their German teachers rated their German proficiency. The main results are as follows: (1) both domain-general grit and L2 grit represented a unitary first-order construct with two correlated but distinct factors, namely, consistency of interest and perseverance of efforts; (2) only the Grit Scale and the L2 Grit Scale showed sound psychometric properties; (3) both domain-general grit and L2 grit were positively correlated with L2 achievement; (4) domain-general grit completely lost its predictive power on L2 achievement when combined with L2 grit in the same regression models. Our findings resonate with prior calls for prioritizing L2-specific grit research over domain-general grit research in L2 contexts.
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© 2023 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Research Articles
- “Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK
- Comprehension of English articles by Korean learners of L2 English and L3 Spanish
- Motivation and growth in kanji proficiency: a longitudinal study using latent growth curve modeling
- The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners
- Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language
- The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners
- Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning
- Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication
- Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context
- Functions, sociocultural explanations and conversational influence of discourse markers: focus on zenme shuo ne in L2 Chinese
- The impact of abdominal enhancement techniques on L1 Spanish, Japanese and Mandarin speakers’ English pronunciation
- Discourse competence across band scores: an analysis of speaking performance in the General English Proficiency Test
- Videoed storytelling in primary education EFL: exploring trainees’ digital shift
- Competing factors in SLA: how the CASP model of SLA explains the acquisition of English restrictive relative clauses by native speakers of Arabic and Korean
- Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud
- Revisiting after-class boredom via exploratory structural equation modeling
- Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan
- Grammatical gender assignment in L3 versus L4 Swedish: a pseudo-longitudinal study
- Strategic reading comprehension in L2 and L3: assuming relative interdependence within Cummins’ linguistic interdependence hypothesis
- Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement
- Learnability of L2 collocations and L1 influence on L2 collocational representations of Japanese learners of English
- The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels
- “They forget and forget all the time.” The complexity of teaching adult deaf emergent readers print literacy
- Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective
- Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French
- Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment
- The combined effects of a higher-level verb distribution and verb semantics on second language learners’ restriction of L2 construction generalization
- Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction
- On the acquisition of tense and agreement in L2 English by adult speakers of L1 Chinese
Articles in the same Issue
- Frontmatter
- Research Articles
- “Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK
- Comprehension of English articles by Korean learners of L2 English and L3 Spanish
- Motivation and growth in kanji proficiency: a longitudinal study using latent growth curve modeling
- The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners
- Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language
- The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners
- Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning
- Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication
- Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context
- Functions, sociocultural explanations and conversational influence of discourse markers: focus on zenme shuo ne in L2 Chinese
- The impact of abdominal enhancement techniques on L1 Spanish, Japanese and Mandarin speakers’ English pronunciation
- Discourse competence across band scores: an analysis of speaking performance in the General English Proficiency Test
- Videoed storytelling in primary education EFL: exploring trainees’ digital shift
- Competing factors in SLA: how the CASP model of SLA explains the acquisition of English restrictive relative clauses by native speakers of Arabic and Korean
- Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud
- Revisiting after-class boredom via exploratory structural equation modeling
- Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan
- Grammatical gender assignment in L3 versus L4 Swedish: a pseudo-longitudinal study
- Strategic reading comprehension in L2 and L3: assuming relative interdependence within Cummins’ linguistic interdependence hypothesis
- Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement
- Learnability of L2 collocations and L1 influence on L2 collocational representations of Japanese learners of English
- The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels
- “They forget and forget all the time.” The complexity of teaching adult deaf emergent readers print literacy
- Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective
- Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French
- Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment
- The combined effects of a higher-level verb distribution and verb semantics on second language learners’ restriction of L2 construction generalization
- Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction
- On the acquisition of tense and agreement in L2 English by adult speakers of L1 Chinese