Exploring L1-L2 Relationships: The Impact of Individual Differences

Richard L. Sparks

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Exploring L1-L2 Relationships

The Impact of Individual Differences

Language: English

Published/Copyright: 2022

About this book

This book traces and summarizes the author’s theoretical insights and empirical findings in the field of foreign language education. The volume explores individual differences in L1 ability and their connection to L2 aptitude and L2 achievement, L2 anxiety as an affective or cognitive variable, and the relationship between L1 and L2 reading.

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Frontmatter
i

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Contents
vii

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Acknowledgements
xi

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Foreword
xiii

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Introduction and Overview
1
Richard L. Sparks

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Part 1: Theoretical Insights into L1–L2 Relationships: IDs in L1 Attainment and the Linguistic Coding Differences Hypothesis (LCDH)
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Introduction
15

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1 Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning
21
Richard L. Sparks and Leonore Ganschow

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2 The Impact of Native Language Learning Problems on Foreign Language Learning: Case Study Illustrations of the Linguistic Coding Deficit Hypothesis
33
Richard L. Sparks and Leonore Ganschow

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3 Examining the Linguistic Coding Differences Hypothesis to Explain Individual Differences in Foreign Language Learning
45
Richard L. Sparks

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Part 2: Empirical Support for L1–L2 Relationships and Cross-linguistic Transfer
59

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Introduction
59

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4 Long-term Cross-linguistic Transfer of Skills from L1 to L2
65
Richard Sparks, Jon Patton, Leonore Ganschow, Nancy Humbach and James Javorsky

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5 Individual Differences in L2 Achievement Mirror Individual Differences in L1 Skills and L2 Aptitude: Cross-linguistic Transfer of L1 Skills to L2
82
Richard Sparks, Jon Patton and Julie Luebbers

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6 Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?
101
Richard Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach

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Part 3: Relationships Among IDs in L1 Attainment, L2 Aptitude and L2 Proficiency
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Introduction
119

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7 Profiles of More and Less Successful L2 Learners: A Cluster Analysis Study
127
Richard Sparks, Jon Patton and Leonore Ganschow

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8 Long-term Relationships among Early First Language Skills, Second Language Aptitude, Second Language Affect and Later Second Language Proficiency
144
Richard Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach

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9 Subcomponents of Second Language Aptitude and Second Language Proficiency
163
Richard Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach

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Part 4: L2 Anxiety: Affective Variable or Cognitive Variable?
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Introduction
181

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10 Foreign Language Learning Differences: Affective or Native Language Aptitude Differences?
187
Richard Sparks and Leonore Ganschow

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11 Is the Foreign Language Classroom Anxiety Scale (FLCAS) Measuring Anxiety or Language Skills?
201
Richard Sparks and Leonore Ganschow

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12 Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale
217
Richard Sparks and Jon Patton

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Part 5: Relationships between L1 and L2 Reading Ability
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Introduction
235

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13 Language Deficits in Poor L2 Comprehenders: The Simple View
243
Richard L. Sparks

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14 L2 Reading Comprehension is Hard Because L2 Listening Comprehension is Hard, Too
261
Richard Sparks, Jon Patton and Julie Luebbers

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15 Identification and Characteristics of Strong, Average and Weak Foreign Language Readers: The Simple View of Reading Model
282
Richard L. Sparks

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Part 6: Individual Differences in L1 Achievement, L2 Aptitude and L2 Achievement
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16 Explaining Individual Differences in L1 Ability and their Relationship to IDs in L2 Aptitude and L2 Achievement
301
Richard L. Sparks

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Part 7: Epilogue and Future Directions
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17 Conclusion: Toward a Model of Language Aptitude
323
Richard L. Sparks

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Appendices
338

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References
345

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Index
366

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Publishing information

Pages and Images/Illustrations in book

eBook published on:

September 23, 2022

eBook ISBN:

9781800411807

Pages and Images/Illustrations in book

Main content:

392

https://doi.org/10.21832/9781800411807

eBook ISBN: 9781800411807

Keywords for this book

LANGUAGE TEACHING & LEARNING (OTHER THAN ELT); Language acquisition

Audience(s) for this book

For universities and colleges of further and higher education

Multilingual Matters

Exploring L1-L2 Relationships

Overview

About this book

Topics

Table of contents

Frontmatter

Contents

Acknowledgements

Foreword

Introduction and Overview

Introduction

1 Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning

2 The Impact of Native Language Learning Problems on Foreign Language Learning: Case Study Illustrations of the Linguistic Coding Deficit Hypothesis

3 Examining the Linguistic Coding Differences Hypothesis to Explain Individual Differences in Foreign Language Learning

Part 2: Empirical Support for L1–L2 Relationships and Cross-linguistic Transfer

Introduction

4 Long-term Cross-linguistic Transfer of Skills from L1 to L2

5 Individual Differences in L2 Achievement Mirror Individual Differences in L1 Skills and L2 Aptitude: Cross-linguistic Transfer of L1 Skills to L2

6 Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?

Introduction

7 Profiles of More and Less Successful L2 Learners: A Cluster Analysis Study

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

9 Subcomponents of Second Language Aptitude and Second Language Proficiency

Introduction

10 Foreign Language Learning Differences: Affective or Native Language Aptitude Differences?

11 Is the Foreign Language Classroom Anxiety Scale (FLCAS) Measuring Anxiety or Language Skills?

12 Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale

Introduction

13 Language Deficits in Poor L2 Comprehenders: The Simple View

14 L2 Reading Comprehension is Hard Because L2 Listening Comprehension is Hard, Too

15 Identification and Characteristics of Strong, Average and Weak Foreign Language Readers: The Simple View of Reading Model

16 Explaining Individual Differences in L1 Ability and their Relationship to IDs in L2 Aptitude and L2 Achievement

17 Conclusion: Toward a Model of Language Aptitude

Appendices

References

Index

Bibliographic data