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Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency

Published online by Cambridge University Press:  01 October 2009

RICHARD L. SPARKS ,
JON PATTON ,
LEONORE GANSCHOW  and
NANCY HUMBACH
RICHARD L. SPARKS*
Affiliation:
College of Mount St. Joseph
JON PATTON
Affiliation:
Miami University
LEONORE GANSCHOW
Affiliation:
Miami University
NANCY HUMBACH
Affiliation:
Miami University
*
ADDRESS FOR CORRESPONDENCE Richard L. Sparks, Department of Education, College of Mount St. Joseph, Cincinnati, OH 45233. E-mail: [email protected]
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Abstract

Fifty-four students were followed over 10 years beginning in first grade to determine best predictors of oral and written second language (L2) proficiency. Predictor variables included measures of first language (L1) skill administered in first through fifth grades, L1 academic aptitude, L2 aptitude (Modern Language Aptitude Test), and L2 affect (motivation, anxiety). All participants completed 2 years of L2 study in high school. Findings revealed strong correlations between early L1 skills and later L2 proficiency, but the Modern Language Aptitude Test was the best predictor of overall L2 proficiency and most L2 proficiency subtests. However, L1 word decoding was the best predictor of L2 word decoding skills. Early L1 skills, L2 motivation, or L2 anxiety added a small amount of variance to the prediction models. Findings suggested that language-related variables are the most robust predictors of L2 proficiency. Results are discussed in the context of long-term cross linguistic transfer of early L1 skills to later L2 aptitude and L2 proficiency.

Type
Articles
Information
Applied Psycholinguistics , Volume 30 , Issue 4 , October 2009 , pp. 725 - 755
Copyright
Copyright © Cambridge University Press 2009

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