Exploring L1-L2 Relationships

Richard L. Sparks

Description

First book to address such a wide array of topics within the field of L2 learning

This book traces and summarizes the author’s theoretical insights and empirical findings in the field of foreign language education. The volume explores themes such as 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. The book includes the author’s previously published works, presented together with newly written commentaries on those topics, as well as commentaries on new empirical work. It will be of interest to students and researchers in SLA, educational practitioners and language policymakers.

Acknowledgements

Foreword

Richard L. Sparks: Introduction and Overview

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

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

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

3. Richard L. Sparks: 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

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

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

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

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

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

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

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

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

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

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

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

Part 5: Relationships between L1 and L2 Reading Ability

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

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

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

Part 6: Individual Differences in L1 Achievement, L2 Aptitude and L2 Achievement

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

Part 7: Epilogue and Future Directions

17. Richard L. Sparks: Conclusion: Toward a Model of Language Aptitude

Appendices

References



Index

Sujets

• Disciplines
• Language Arts
• Sociologie, société et politique
• Linguistics
• Language Acquisition: A Journal of Developmental Linguistics
• Professional
• Undergraduate education
• Psycholinguistics
• Postgraduate education
• Language acquisition
• Research
• Postgraduate
• Undergraduate
• FLA
• SLA

Informations

• Publié par: Channel View Publications
• Date de parution: 15 septembre 2022
• Nombre de lectures: 0
• EAN13: 9781800411814
• Langue: English

Extrait

SECOND LANGUAGE ACQUISITION
Series Editors: Professor David Singleton , University of Pannonia, Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland and Associate Professor Simone E. Pfenninger , University of Salzburg, Austria
This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective – sociolinguistic, psycholinguistic, neurolinguistic, etc. – deemed out of place. The intended readership of the series includes final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers, teachers and policymakers in general whose interests include a second language acquisition component.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.

DOI https://doi.org/10.21832/SPARKS1791
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Sparks, Richard L. author.
Title: Exploring L1-L2 Relationships: The Impact of Individual Differences / Richard L. Sparks.
Description: Bristol; Jackson: Multilingual Matters, [2022] | Series: Second Language Acquisition: 155 | Includes bibliographical references and index. | Summary: ‘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’ – Provided by publisher.
Identifiers: LCCN 2022023608 (print) | LCCN 2022023609 (ebook) | ISBN 9781800411791 (hardback) | ISBN 9781800411807 (pdf) | ISBN 9781800411814 (epub) Subjects: LCSH: Second language acquisition – Psychological aspects. | Individual differences. | Language transfer (Language learning) | Reading comprehension. | LCGFT: Essays.
Classification: LCC P118.2 .S66 2022 (print) | LCC P118.2 (ebook) | DDC 401/.93 – dc23/eng/20220531
LC record available at https://lccn.loc.gov/2022023608
LC ebook record available at https://lccn.loc.gov/2022023609
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-179-1 (hbk)
Multilingual Matters
UK: St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2022 Richard L. Sparks.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Riverside Publishing Solutions.
Printed and bound in the UK by the CPI Books Group Ltd.
To Leonore, my friend, colleague and mentor. And to Alicia – my wife, my life and my love – without whom I would have accomplished nothing.
Contents
Acknowledgements
Foreword
Zhisheng (Edward) Wen and Peter Skehan
Introduction and Overview
Richard L. Sparks
Part 1: Theoretical Insights into L1–L2 Relationships: IDs in L1 Attainment and the Linguistic Coding Differences Hypothesis (LCDH)
1 Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning
Richard L. Sparks and Leonore Ganschow
2 The Impact of Native Language Learning Problems on Foreign Language Learning: Case Study Illustrations of the Linguistic Coding Deficit Hypothesis
Richard L. Sparks and Leonore Ganschow
3 Examining the Linguistic Coding Differences Hypothesis to Explain Individual Differences in Foreign Language Learning
Richard L. Sparks
Part 2: Empirical Support for L1–L2 Relationships and Cross-linguistic Transfer
4 Long-term Cross-linguistic Transfer of Skills from L1 to L2
Richard Sparks, Jon Patton, Leonore Ganschow, Nancy Humbach and James Javorsky
5 Individual Differences in L2 Achievement Mirror Individual Differences in L1 Skills and L2 Aptitude: Cross-linguistic Transfer of L1 Skills to L2
Richard Sparks, Jon Patton and Julie Luebbers
6 Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?
Richard Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach
Part 3: Relationships Among IDs in L1 Attainment, L2 Aptitude and L2 Proficiency
7 Profiles of More and Less Successful L2 Learners: A Cluster Analysis Study
Richard Sparks, Jon Patton and Leonore Ganschow
8 Long-term Relationships among Early First Language Skills, Second Language Aptitude, Second Language Affect and Later Second Language Proficiency
Richard Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach
9 Subcomponents of Second Language Aptitude and Second Language Proficiency
Richard Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach
Part 4: L2 Anxiety: Affective Variable or Cognitive Variable?
10 Foreign Language Learning Differences: Affective or Native Language Aptitude Differences?
Richard Sparks and Leonore Ganschow
11 Is the Foreign Language Classroom Anxiety Scale (FLCAS) Measuring Anxiety or Language Skills?
Richard Sparks and Leonore Ganschow
12 Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale
Richard Sparks and Jon Patton
Part 5: Relationships between L1 and L2 Reading Ability
13 Language Deficits in Poor L2 Comprehenders: The Simple View
Richard L. Sparks
14 L2 Reading Comprehension is Hard Because L2 Listening Comprehension is Hard, Too
Richard Sparks, Jon Patton and Julie Luebbers
15 Identification and Characteristics of Strong, Average and Weak Foreign Language Readers: The Simple View of Reading Model
Richard L. Sparks
Part 6: Individual Differences in L1 Achievement, L2 Aptitude and L2 Achievement
16 Explaining Individual Differences in L1 Ability and their Relationship to IDs in L2 Aptitude and L2 Achievement
Richard L. Sparks
Part 7: Epilogue and Future Directions
17 Conclusion: Toward a Model of Language Aptitude
Richard L. Sparks
Appendices
References
Acknowledgements
The publication of my work on L2 learning is a great honor. I was encouraged to pursue this project by my colleague, Dr Edward Wen of the Macao Polytechnic Institute, who graciously included me as a keynote speaker at two language aptitude roundtables held in Macao and Zhuhai, China and who also invited me to collaborate on several volumes. I am very grateful for his confidence in my abilities. My work on L1–L2 relationships was greatly influenced by Dr Keith Stanovich, whose research in L1 reading sparked so many connections between L1 and L2 reading and learning. My work has also been greatly influenced by Peter Skehan and his groundbreaking work on L2 aptitude.
I have been immensely fortunate to collaborate with special people, most notably my late colleague, Leonore Ganschow. Leonore and I conducted research for more than 20 years and co-authored 75 manuscripts from 1986 to 2012. I was fortunate to meet Leonore, who was both a mentor and a dear friend. Jon Patton has been a collaborator since 1990. Jon assisted with the most sophisticated analyses and proved to be one of the most patient individuals with whom I have ever worked. I have had the good fortune to work with two very special journals editors, the late David Benseler at The Modern Language Journal and Anne Nerenz at Foreign Language Annals . These two special people provided a forum for our ideas and helped us to publish cutting edge research. I would be remiss if I did not thank Dr Joseph Cresci, a special person and mentor, who encouraged me to pursue my doctoral work and also to open my private practice. His guidance and wisdom helped to make me a better person. Special thanks go to my long-suffering assistant, Janis Hauck, who has typed my manuscripts, assessment reports, disability reviews and assorted minutiae for more than 30 years. She has accepted my messy handwriting with heavy sighs and good cheer. I have also been fortunate to collaborate with Lois Philips, James Javorsky, Nancy Humbach, Julie Luebbers, Marge Artzer, Mark Plageman, David Siebenhar, Karen Miller, and many others. I also am grateful to the many undergraduate and graduate students who volunteered their time to assist with data collection for my studies. Likewise, I am appreciative of the schools and school districts that agreed to host our studies since 1990. In particular, I thank those schools that allowed me to conduct the longitudinal studies that lasted for several years and the language teachers, guidance counselors and administrators who were so gracious with their time. I am indebted to all these indi