Chapters in this book

1. Frontmatter i
2. Contents vii
3. Acknowledgements xi
4. Foreword xiii
5. Introduction and Overview 1
6. Part 1: Theoretical Insights into L1–L2 Relationships: IDs in L1 Attainment and the Linguistic Coding Differences Hypothesis (LCDH)
7. Introduction 15
8. 1 Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning 21
9. 2 The Impact of Native Language Learning Problems on Foreign Language Learning: Case Study Illustrations of the Linguistic Coding Deficit Hypothesis 33
10. 3 Examining the Linguistic Coding Differences Hypothesis to Explain Individual Differences in Foreign Language Learning 45
11. Part 2: Empirical Support for L1–L2 Relationships and Cross-linguistic Transfer 59
12. Introduction 59
13. 4 Long-term Cross-linguistic Transfer of Skills from L1 to L2 65
14. 5 Individual Differences in L2 Achievement Mirror Individual Differences in L1 Skills and L2 Aptitude: Cross-linguistic Transfer of L1 Skills to L2 82
15. 6 Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency? 101
16. Part 3: Relationships Among IDs in L1 Attainment, L2 Aptitude and L2 Proficiency
17. Introduction 119
18. 7 Profiles of More and Less Successful L2 Learners: A Cluster Analysis Study 127
19. 8 Long-term Relationships among Early First Language Skills, Second Language Aptitude, Second Language Affect and Later Second Language Proficiency 144
20. 9 Subcomponents of Second Language Aptitude and Second Language Proficiency 163
21. Part 4: L2 Anxiety: Affective Variable or Cognitive Variable?
22. Introduction 181
23. 10 Foreign Language Learning Differences: Affective or Native Language Aptitude Differences? 187
24. 11 Is the Foreign Language Classroom Anxiety Scale (FLCAS) Measuring Anxiety or Language Skills? 201
25. 12 Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale 217
26. Part 5: Relationships between L1 and L2 Reading Ability
27. Introduction 235
28. 13 Language Deficits in Poor L2 Comprehenders: The Simple View 243
29. 14 L2 Reading Comprehension is Hard Because L2 Listening Comprehension is Hard, Too 261
30. 15 Identification and Characteristics of Strong, Average and Weak Foreign Language Readers: The Simple View of Reading Model 282
31. Part 6: Individual Differences in L1 Achievement, L2 Aptitude and L2 Achievement
32. 16 Explaining Individual Differences in L1 Ability and their Relationship to IDs in L2 Aptitude and L2 Achievement 301
33. Part 7: Epilogue and Future Directions
34. 17 Conclusion: Toward a Model of Language Aptitude 323
35. Appendices 338
36. References 345
37. Index 366