CoChat
Sign Up
Cited by 34

The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.

Individual differences in L2 achievement mirror individual differences in L1 skills and L2 aptitude: Crosslinguistic transfer of L1 to L2 skills

Sparks, Richard L., Patton, Jon, Luebbers, Julie·2019·Foreign Language Annals
DOI 10.1111/flan.12390
Open this paper in CoChat — free account

Abstract

Studies with U.S. secondary second language (L2) learners have revealed individual differences (IDs) in first language (L1) skills and L2 aptitude and shown that these IDs are related to L2 achievement and proficiency. In this study, U.S. students were administered measures of L1 achievement, L1 cognitive processing, and L2 aptitude; followed through 2 to 3 years of Spanish courses; and administered standardized measures of Spanish achievement at the end of each year. Students were divided into high‐, average‐, and low‐achieving groups according to their scores on the Spanish measures and compared on the L1 measures and L2 aptitude test. Findings showed significant overall group differences on most L1 measures and significant between‐group differences on most L1 measures and the L2 aptitude test. IDs in L1 literacy, L1 working memory, and L2 aptitude best discriminated among students who completed 2 versus 3 years of Spanish. Results support claims that IDs in L2 achievement mirror IDs in L1 skills and provide evidence for the crosslinguistic transfer of L1 to L2 skills.

Overview

Integrity signals

Registry

Crossref · 10.1111/flan.12390

Cites

8 of 8 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Language and literacy are central in a model of language aptitude because language skills are necessary for L2 learning.

    “Language and literacy are central in a model of language aptitude because language skills are necessary for L2 learning.(Skehan, 2019;Sparks et al., 2019).”

    From The prediction from MLAT to L2 achievement is largely due to MLAT assessment of underlying L1 abilities (2023) · cites this paper as Sparks et al., 2019

  • Some factor analytic investigations have found that L1 tests and MLAT subtests measuring similar skills load on the same factor, while other factor analyses have shown that all five MLAT subtests load on the same factor, depending on the L1 measures used.

    “In either case, some factor analytic investigations have found that L1 tests and MLAT subtests that measure similar skills, for example, phonetic coding, load on the same factor (Sparks et al., 2011), while other factor analyses have shown that all five MLAT subtests load on the same factor (Sparks et al., 2019), depending on the L1 measures used for the study.”

    From The prediction from MLAT to L2 achievement is largely due to MLAT assessment of underlying L1 abilities (2023) · cites this paper as Sparks et al., 2019

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 86

  1. 10.3758/BRM.40.1.278 · DOI
  2. ACTFL, 2012, ACTFL proficiency guidelines
  3. 10.1598/RRQ.34.4.4 · DOI
  4. 10.1080/13670050.2017.1314445 · DOI
  5. Bates E., 1995, Individual differences and their implications for theories of language development, Handbook of Child Language, 96
  6. Beck I., 2013, Bringing words to life: Robust vocabulary instruction
  7. Biemiller A., 2012, Reading vocabulary: Research to practice, pp. 34
  8. 10.1037/a0025889 · DOI
  9. 10.4324/9780203817964 · DOI
  10. Carroll J., 1959, Modern Language Aptitude Test (MLAT): Manual
  11. 10.1037/0022-0663.91.1.29 · DOI
  12. 10.1002/JAAL.183 · DOI
  13. 10.3102/00346543049002222 · DOI · Paper page
  14. 10.3102/0034654311433587 · DOI
  15. Dörnyei Z., 2005, The psychology of the language learner: Individual differences in second language acquisition
  16. 10.1111/j.1467-9922.2009.00542.x · DOI
  17. 10.1002/9780470756492.ch18 · DOI · Paper page
  18. 10.1017/S014271649900301X · DOI
  19. 10.1007/s11881-002-0012-y · DOI
  20. 10.1016/S0346-251X(03)00045-9 · DOI
  21. 10.1002/9780470757000.ch21 · DOI · Paper page
  22. 10.1006/jmla.1999.2692 · DOI
  23. 10.1017/S0142716400000758 · DOI
  24. 10.1023/A:1008017710115 · DOI
  25. 10.1044/2016_AJSLP-15-0169 · DOI · Paper page
  26. 10.1111/0026-7902.00067 · DOI · Paper page
  27. 10.1080/09541449208406192 · DOI
  28. 10.1016/j.cogpsych.2010.08.002 · DOI
  29. 10.1037/a0015956 · DOI
  30. 10.1016/j.tics.2017.11.006 · DOI
  31. 10.1017/S0142716400007062 · DOI
  32. 10.1111/j.1469-7610.2009.02185.x · DOI · Paper page
  33. 10.21832/9781783093595-012 · DOI
  34. Li S., 2019, Language aptitude: Advancing theory, testing, research, and practice
  35. 10.1037/0022-0663.95.3.482 · DOI
  36. 10.1017/S0272263112000125 · DOI · Paper page
  37. 10.1111/j.1467-9817.2010.01477.x · DOI · Paper page
  38. 10.1037/a0026744 · DOI
  39. 10.1037/0022-0663.94.1.14 · DOI
  40. Miyake A., 1998, Foreign language learning: Psycholinguistic studies on training and retention, pp. 339
  41. 10.1044/1092-4388(2005/072) · DOI
  42. 10.1002/RRQ.011 · DOI
  43. 10.21832/9781847692818 · DOI
  44. 10.1111/j.1467-1770.1990.tb00953.x · DOI
  45. Pearson, 2007, Stanford Achievement Test 10
  46. 10.1002/9780470757642.ch13 · DOI
  47. 10.1037/0022-0663.97.2.246 · DOI
  48. 10.1075/lllt.2 · DOI
  49. 10.2307/3586011 · DOI
  50. 10.1111/0026-7902.00016 · DOI
  51. 10.1111/1467-9922.00033 · DOI
  52. Skehan P., 1989, Individual differences in second‐language learning
  53. 10.1017/S0272263100009979 · DOI
  54. Skehan P., 1998, A cognitive approach to language learning
  55. Skehan P., 2019, Language aptitude: Advancing theory, testing, research, and practice
  56. 10.1007/BF02648218 · DOI
  57. 10.1111/j.1467-9922.2012.00704.x · DOI
  58. 10.21832/9781783090662-006 · DOI
  59. 10.1111/flan.12163 · DOI
  60. 10.1111/j.1540-4781.1993.tb01974.x · DOI
  61. 10.1111/j.1540-4781.1995.tb05436.x · DOI
  62. 10.1177/0022219417704168 · DOI
  63. 10.1111/flan.12268 · DOI
  64. 10.1111/modl.12504 · DOI
  65. 10.1111/lang.12025 · DOI
  66. 10.1017/S0142716409990099 · DOI · Paper page
  67. 10.1111/j.1540-4781.2011.01176.x · DOI · Paper page
  68. 10.1111/j.1467-9922.2012.00694.x · DOI
  69. 10.1111/flan.12361 · DOI
  70. 10.1353/hpn.2018.0113 · DOI
  71. 10.1017/S0142716404001146 · DOI
  72. Stanovich K., 2000, Progress in understanding reading: Scientific foundations and new frontiers
  73. 10.2307/747605 · DOI
  74. Stansfield C., 2019, Language aptitude: Advancing theory, testing, research, and practice
  75. Torgesen J., 1999, Test of word reading efficiency
  76. 10.1037/0022-0663.96.1.19 · DOI
  77. 10.1037/0022-0663.99.3.477 · DOI
  78. Wagner R., 1999, CTOPP‐2: Comprehensive test of phonological processing
  79. Wen Z., 2011, A new perspective on foreign language aptitude research: Building and supporting a case for “working memory as language aptitude, Ilha Do Desterro: A Journal of English Language, Literatures in English and Cultural Studies, 60, 15
  80. 10.21832/9781783093595 · DOI · Paper page
  81. 10.1111/j.1467-9280.1991.tb00160.x · DOI
  82. Wiig E., 1989, Test of language competence—Expanded edition
  83. Woodcock R., 1998, Woodcock reading mastery tests—Revised/normative update
  84. Woodcock R., 2007, Woodcock‐Johnson III normative update: Tests of cognitive abilities
  85. Woodcock R., 2001, Woodcock‐Johnson‐III tests of achievement, tests of cognitive abilities
  86. Woodcock R., 2004, Batería‐III Woodcock‐Muñoz

Cited by

Sorted by citations

Metadata

Authors
Sparks, R. L., Patton, J., & Luebbers, J.
Affiliations
  • Department of Education (Emeritus) Mt. St. Joseph University, 5944 Crittenden Drive Cincinnati Ohio
  • Senior Research Computing Specialist, Department of Academic Affairs Miami (OH) University 64A Upham Hall Oxford Ohio
  • Department of Education Thomas More College, 333 Thomas More Parkway, Crestview Hills Kentucky
Venue
Foreign Language Annals
Publisher
Wiley
Published
2019-06
Volume
52
Issue
2
Pages
255-283
ISSN
  • 0015-718X
  • 1944-9720
DOI
10.1111/flan.12390
Cited by
34
References
8
Language
en
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 10 d)

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review