The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Subcomponents of Second-Language Aptitude and Second-Language Proficiency
Abstract
A factor analysis of a test battery that included early first-language (L1) achievement, L1 cognitive ability, second-language (L2) aptitude, and L2 affective measures to predict oral and written L2 proficiency was conducted. The analysis yielded 4 factors that were labeled Language Analysis, composed of L1 and L2 language comprehension, grammar, vocabulary, and inductive language learning measures; Phonology/Orthography, composed of L1 and L2 phonemic coding and phonological processing measures; IQ/Memory, composed of L1 intelligence and L2 paired-associate learning measures; and Self-Perceptions of Language Skills, composed of L2 motivation and L2 anxiety measures. The 4 factors explained 76% of the variance in oral and written L2 proficiency. Findings support the view that L2 aptitude is componential. Results are discussed in the context of long-term L1–L2 relationships and individual differences in L2 learning.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
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?
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., 2011
Citations
Cites
Fodor, J. A. (1983) · doi:10.7551/mitpress/4737.001.0001 · Cited by 7,734
Foreign Language Classroom Anxiety
HORWITZ, E. K., HORWITZ, M. B., & COPE, J. (1986) · The Modern Language Journal · doi:10.1111/j.1540-4781.1986.tb05256.x · Cited by 5,697
Linguistic Interdependence and the Educational Development of Bilingual Children
Cummins, J. (1979) · Review of Educational Research · doi:10.2307/1169960 · Cited by 3,318
Hoover, W. A., & Gough, P. B. (1990) · Reading and Writing · doi:10.1007/bf00401799 · Cited by 2,956
Is the Foreign Language Classroom Anxiety Scale Measuring Anxiety or Language Skills?
Sparks, R. L., & Ganschow, L. (2007) · Foreign Language Annals · doi:10.1111/j.1944-9720.2007.tb03201.x · Cited by 169
Self-citationPredicting Foreign Language Reading Achievement in Elementary School Students
Kahn-Horwitz, J., Shimron, J., & Sparks, R. L. (2005) · Reading and Writing · doi:10.1007/s11145-005-3179-x · Cited by 72
Self-citation
Flagged first, then by citations
Research works printed but not linked: 100
- Aaron, 1989, Can reading disabilities be diagnosed without using intelligence tests, Journal of Learning Disabilities, 24, 178, 10.1177/002221949102400306 · DOI
- American Council on the Teaching of Foreign Languages, 1986, ACTFL Proficiency Guidelines
- American Council on the Teaching of Foreign Languages, 1989, ACTFL Proficiency Guidelines
- Byrne, 2007, The science of reading: A handbook, 104
- Carroll, 1962, Training and research in education, 87
- Carroll, 1973, Implications of aptitude test research and psycholinguistic theory for foreign language learning, International Journal of Psycholinguistics, 2, 5
- Carroll, 1990, Language aptitude reconsidered, 1
- Carroll, 2000, Modern Language Aptitude Test (MLAT): Manual
- Cisero, 1995, The development of cross-language transfer of phonological awareness, Contemporary Educational Psychology, 20, 275, 10.1006/ceps.1995.1018 · DOI
- Comeau, 1999, A longitudinal study of phonological processing skills in children learning to read a second language, Journal of Educational Psychology, 91, 29, 10.1037/0022-0663.91.1.29 · DOI
- Cook, 1996, Second language learning and second language teaching
- CTB/McGraw-Hill, 1983, Test of Cognitive Skills
- Cummins, 1984, Language proficiency and academic achievement, 2
- Cummins, 1978, Orientation to language in Ukrainian-English bilingual children, Child Development, 49, 1239, 10.2307/1128769 · DOI
- deGraff, 1997, The eXperanto experiment: Effect of explicit instruction on second language acquisition, Studies in Second Language Acquisition, 19, 249
- Dörnyei, 2005, The psychology of the language learner: Individual differences in second language acquisition
- Droop, 2003, Language proficiency and reading ability in first- and second-language learners, Reading Research Quarterly, 38, 78, 10.1598/RRQ.38.1.4 · DOI
- Dufva, 1999, Native language literacy and phonological memory as prerequisites for learning English as a foreign language, Applied Psycholinguistics, 20, 329, 10.1017/S014271649900301X · DOI
- Dunn, 1981, Peabody Picture Vocabulary Test-Revised
- Ganschow, 1996, Foreign language anxiety among high school women, Modern Language Journal, 80, 199, 10.2307/328636 · DOI
- Ganschow, 2001, Learning difficulties and foreign language learning: A review of research and instruction, Language Teaching, 34, 79, 10.1017/S0261444800015895 · DOI
- Ganschow, 1994, Differences in anxiety and language performance among high, average, and low anxious college foreign language learners, Modern Language Journal, 78, 41, 10.2307/329251 · DOI
- Ganschow, 1992, Factors relating to learning a foreign language among high- and low-risk students and students with learning disabilities, Applied Language Learning, 3, 37
- Ganschow, 1991, Identifying native language difficulties among foreign language learners in college: A foreign language learning disability, Journal of Learning Disabilities, 24, 530, 10.1177/002221949102400905 · DOI
- Gardner, 1985a, The Attitude/Motivation Test Battery: Technical report
- Gardner, 1985b, Social psychology and second language learning: The role of attitudes and motivation
- Gardner, 1990, Language aptitude reconsidered, 179
- Gardner, 1965, Language aptitude, intelligence, and second-language achievement, Journal of Educational Psychology, 56, 191, 10.1037/h0022400 · DOI
- Gardner, 1972, Attitudes and motivation in second language learning
- Harley, 2002, Individual differences and instructed language learning, 301, 10.1075/lllt.2.15har · DOI
- Harrington, 1992, L2 working memory capacity and L2 reading skill, Studies in Second Language Acquisition, 14, 25, 10.1017/S0272263100010457 · DOI · Paper page
- Horwitz, 1986, Preliminary evidence for the reliability and validity of a foreign language anxiety scale, TESOL Quarterly, 559, 10.2307/3586302 · DOI
- Hulstijn, 1992, Individual differences in L2 proficiency as a function of L1 proficiency, European Journal of Cognitive Psychology, 4, 341, 10.1080/09541449208406192 · DOI
- Kahn-Horwitz, 2006, Weak and strong novice readers of English as a foreign language: Effects of first language and socioeconomic status, Annals of Dyslexia, 56, 161, 10.1007/s11881-006-0007-1 · DOI
- Karmiloff-Smith, 1992, Beyond modularity: A developmental perspective on cognitive science., 10.7551/mitpress/1579.001.0001 · DOI
- Koda, 2005, Insights into second language reading: A cross-linguistic approach, 10.1017/CBO9781139524841 · DOI · Paper page
- Krashen, 1981, Individual differences and universals in second language learning, 155
- Larsen, 1986, Test of Written Spelling-2
- Legarretta, 1979, The effects of program models on language acquisition of Spanish speaking children, TESOL Quarterly, 13, 521, 10.2307/3586447 · DOI
- Liberman, 1998, When theories of speech meet the real world, Journal of Psycholinguistic Research, 27, 111, 10.1023/A:1023289713883 · DOI
- Liberman, 1985, The motor theory of speech perception revised, Cognition, 21, 1, 10.1016/0010-0277(85)90021-6 · DOI
- Lindamood, 1973, Lindamood Auditory Conceptualization Test
- Lindsey, 2003, Prediction of first-grade reading in Spanish-speaking English-language learners, Journal of Educational Psychology, 95, 482, 10.1037/0022-0663.95.3.482 · DOI
- MacIntyre, 2002, Individual differences and instructed language learning, 45, 10.1075/lllt.2.05mac · DOI
- MacWhinney, 2005, The emergence of competing modules in bilingualism, Trends in Cognitive Sciences, 9, 220, 10.1016/j.tics.2005.03.003 · DOI · Paper page
- Masgoret, 2003, Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates, Language Learning, 53, 123, 10.1111/1467-9922.00212 · DOI · Paper page
- McCardle, 2004, The voice of evidence in reading research
- Miyake, 1998, Foreign language learning: Psycholinguistic studies on training and retention, 339
- Nation, 2007, The science of reading: A handbook, 248
- Onwuegbuzie, 1999, Factors associated with foreign language anxiety, Applied Psychologuistics, 20, 217, 10.1017/S0142716499002039 · DOI
- Proctor, 2006, The intriguing role of Spanish language vocabulary in predicting English reading comprehension, Journal of Educational Psychology, 98, 159, 10.1037/0022-0663.98.1.159 · DOI · Paper page
- Rayner, 2001, How psychological science informs the teaching of reading, Psychological Science in the Public Interest, 2, 31, 10.1111/1529-1006.00004 · DOI
- Robinson, 1996, Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions, Studies in Second Language Acquisition, 18, 27, 10.1017/S0272263100014674 · DOI · Paper page
- Robinson, 2002, Individual differences and instructed language learning, 211, 10.1075/lllt.2.13rob · DOI
- Rysiewicz, 2008, Cognitive profiles of (un)successful FL learners: A cluster analytical study, Modern Language Journal, 92, 87, 10.1111/j.1540-4781.2008.00688.x · DOI
- Sasaki, 1996, Second language proficiency, foreign language aptitude, and intelligence
- Skehan, 1982, Memory and motivation in language aptitude testing
- Skehan, 1986a, Experimental approaches to second language acquisition, 81
- Skehan, 1986b, The role of foreign language aptitude in a model of school learning, Language Testing, 3, 188, 10.1177/026553228600300207 · DOI · Paper page
- Skehan, 1998, A cognitive approach to language learning
- Skehan, 2002, Individual differences and instructed language learning, 69, 10.1075/lllt.2.06ske · DOI · Paper page
- Skehan, 1988, A comparison of first and foreign language ability
- Snowling, 2007, The science of reading: A handbook
- Sparks, 1995, Examining the linguistic coding differences hypothesis to explain individual differences in foreign language learning, Annals of Dyslexia, 45, 187, 10.1007/BF02648218 · DOI
- Sparks, 2001, Foreign language learning problems of students classified as learning disabled and non-learning disabled: Is there a difference, Topics in Language Disorders, 21, 38, 10.1097/00011363-200102000-00006 · DOI
- Sparks, 2000, Foreign language learning, hyperlexia, and early word recognition, Annals of Dyslexia, 50, 189, 10.1007/s11881-000-0022-6 · DOI
- Sparks, 1998, Students classified as learning disabled (LD) and non learning disabled students: Two comparison studies of native language skill, foreign language aptitude, and foreign language proficiency, Foreign Language Annals, 31, 531, 10.1111/j.1944-9720.1998.tb00598.x · DOI
- Sparks, 1998, Benefits of multisensory language instruction in Spanish for at-risk learners: A comparison study of high school Spanish students, Annals of Dyslexia, 48, 239, 10.1007/s11881-998-0011-8 · DOI · Paper page
- Sparks, 1991, Foreign language learning difficulties: Affective or native language aptitude differences, Modern Language Journal, 75, 3, 10.2307/329830 · DOI
- Sparks, 1993a, The effects of a multisensory structured language approach on the native and foreign language aptitude of at-risk foreign language learners: A follow-up and replication study, Annals of Dyslexia, 43, 194, 10.1007/BF02928182 · DOI
- Sparks, 1993b, The impact of native language learning problems on foreign language learning: Case study illustrations of the Linguistic Coding Deficit Hypothesis, Modern Language Journal, 77, 58, 10.2307/329559 · DOI
- Sparks, 1993c, Searching for the cognitive locus of foreign language learning problems: Linking first and second language learning, Modern Language Journal, 77, 289, 10.2307/329098 · DOI
- Sparks, 1995, A strong inference approach to causal factors in foreign language learning: A response to MacIntyre, Modern Language Journal, 79, 235, 10.2307/329622 · DOI
- Sparks, 1996, Teachers’ perceptions of students’ foreign language skills and affective characteristics, Journal of Educational Research, 89, 172, 10.1080/00220671.1996.9941323 · DOI
- Sparks, 1997, Anxiety and proficiency in a foreign language, Perceptual and Motor Skills, 85, 559, 10.2466/PMS.85.6.559-562 · DOI
- Sparks, 1998, Differences in native language skills, foreign language aptitude, and foreign language grades among high-, average-, and low-proficiency learners: Two studies, Language Testing, 15, 181
- Sparks, 2004, Foreign language teachers’ perceptions of students’ academic skills, affective characteristics, and proficiency: Replication and follow-up studies, Foreign Language Annals, 37, 263, 10.1111/j.1944-9720.2004.tb02199.x · DOI
- Sparks, 1996, An exploratory study on the effects of Latin on the native language skills and foreign language aptitude of students with and without learning disabilities, Classical Journal, 91, 165
- Sparks, 1992, Identifying native language deficits in high- and low-risk foreign language learners in high school, Foreign Language Annals, 25, 403, 10.1111/j.1944-9720.1992.tb01121.x · DOI
- Sparks, 1995, Prediction of performance in first-year foreign language courses: Connections between native and foreign language learning, Journal of Educational Psychology, 87, 638, 10.1037/0022-0663.87.4.638 · DOI
- Sparks, 2008, Language learners with special needs: An international perspective, 11, 10.21832/9781847690913-003 · DOI
- Sparks, 1997, Prediction of foreign language proficiency, Journal of Educational Psychology, 89, 549, 10.1037/0022-0663.89.3.549 · DOI
- Sparks, 1989, Linguistic coding deficits in foreign language learners, Annals of Dyslexia, 39, 179, 10.1007/BF02656908 · DOI
- Sparks, 2008, Comparing high and low achieving, LD, and ADHD foreign language learners: Individual and longitudinal differences, Learning and Individual Differences, 18, 29, 10.1016/j.lindif.2007.07.003 · DOI
- Sparks, 1998, Principal components analysis of a test battery to predict foreign language proficiency, Applied Language Learning, 9, 71
- Sparks, 2009a, Long-term cross-linguistic transfer of skills from L1 to L2, Language Learning, 59, 203, 10.1111/j.1467-9922.2009.00504.x · DOI
- Sparks, 2009b, Long-term relationships among early L1 skills, L2 aptitude, L2 affect, and later L2 proficiency, Applied Psycholinguistics, 30, 725, 10.1017/S0142716409990099 · DOI · Paper page
- Sparks, 2006, Native language predictors of foreign language proficiency and foreign language aptitude, Annals of Dyslexia, 56, 129, 10.1007/s11881-006-0006-2 · DOI · Paper page
- Sparks, 2008, Early first-language reading and spelling skills predict later second-language reading and spelling skills, Journal of Educational Psychology, 100, 162, 10.1037/0022-0663.100.1.162 · DOI
- Spolsky, 1989, Conditions for second language learning
- Stanovich, 1988, The right and wrong places to look for the cognitive locus of reading disability, Annals of Dyslexia, 38, 154, 10.1007/BF02648254 · DOI
- Stanovich, 2000, Progress in understanding reading: Scientific foundations and new frontiers
- Tabachnick, 1996, Using multivariate statistics
- Tomasello, 2004, Beyond nature-nurture, 10.4324/9781410611192 · DOI
- Wells, 1985, Language development in the preschool years
- Wesche, 1981, Individual differences and universals in language learning aptitude, 119
- Wesche, 1982, Foreign language aptitude and intelligence, Applied Psycholinguistics, 3, 127, 10.1017/S0142716400006664 · DOI
- Wiederholt, 1986, Formal Reading Inventory
- Woodcock, 1987, Woodcock Reading Mastery Test-Revised
- 1999, Affect in foreign and second language learning
Cited by
Sorted by citations
Foreign language aptitude theory: Yesterday, today and tomorrow
Wen, Z. (., Biedroń, A., & Skehan, P. (2017) · Language Teaching · doi:10.1017/s0261444816000276 · Cited by 248
Sparks, R. L., & Dale, P. S. (2023) · Studies in Second Language Acquisition · doi:10.1017/s0272263123000037 · Cited by 20
Self-citation
Metadata
- Authors
- SPARKS, R. L., HUMBACH, N., PATTON, J., & GANSCHOW, L.
- Venue
- The Modern Language Journal
- Publisher
- Wiley
- Published
- 2011-05-12
- Volume
- 95
- Issue
- 2
- Pages
- 253-273
- ISSN
- 0026-7902
- Cited by
- 66
- References
- 6
- Language
- en
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