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Exploring L1-L2 Relationships: The Impact of Individual Differences [Hardback]

  • Formāts: Hardback, 392 pages, height x width x depth: 234x156x24 mm, weight: 720 g
  • Sērija : Second Language Acquisition
  • Izdošanas datums: 15-Sep-2022
  • Izdevniecība: Multilingual Matters
  • ISBN-10: 1800411790
  • ISBN-13: 9781800411791
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  • Hardback
  • Cena: 178,19 €
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Exploring L1-L2 Relationships: The Impact of Individual DifferencesPalielināt
  • Formāts: Hardback, 392 pages, height x width x depth: 234x156x24 mm, weight: 720 g
  • Sērija : Second Language Acquisition
  • Izdošanas datums: 15-Sep-2022
  • Izdevniecība: Multilingual Matters
  • ISBN-10: 1800411790
  • ISBN-13: 9781800411791
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781800411791.html
Keywords:
"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"--

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.



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.

Recenzijas

Simultaneously intuitive and revolutionary, this book throws into question some of our most basic assumptions about the factors that influence L2 development. Might we be overlooking one of the greatest and most obvious variables, namely, L1 knowledge? Sparks brings together a tower of evidence on this question, drawn from water-tight theory and the most rigorous of empiricism. * Luke Plonsky, Northern Arizona University, USA * This book is a true treat. Despite representing only a 10% fraction of Richard Sparks scholarly work, the carefully selected compilation of studies covers most of what the average SLA researcher should know about the relation between first and second language abilities. A must-read for any student of language aptitude and individual differences in second language acquisition. * Niclas Abrahamsson, Stockholm University, Sweden * An exhaustive and well-informed review of research into the history and development of the LCDH theory and the relationship between individual differences in L1 development and ability and L2 aptitude. This book will make a significant and timely contribution to the field of individual differences. * Adriana Biedro, Pomeranian University in Supsk, Poland * [ This book] showcases Sparks insightful thoughts on theoretical and empirical aspects in different research areas including applied linguistics, psychology and education making it useful for students and researchers in SLA, as well as educational practitioners. -- Adriana Biedro Pomeranian, University in Supsk, Poland * SSLLT 13 (1) 2023 * What makes [ this] different from other books is that it offers a unique conceptual model of language aptitude, encompassing domain-specific and domain-general factors. Moreover, his extensive contributions to applied linguistics and language education are well supported by empirical studies, making the book a valuable resource for understanding the intricate relationship between L1 and L2 skills and aptitude. This book provides fresh insights and evidence-backed perspectives in language education literature. -- Peyman Valizadeh, Ilam University, Iran, Individual Differences in Language Education, 2023 Exploring L1-L2 Relationships is an excellent review of Sparks theoretical insights and research findings in foreign language education. While the book questions some of the most basic beliefs about L2 learning, it also provides solid evidence relating to the relationship between individual differences and language aptitude. The book should be of high interest to students, faculty, researchers and policymakers in second language acquisition. * Emily Spinelli, University of Michigan-Dearborn, USA, Hispania, Volume 106, Number 4, December 2023 *

Papildus informācija

First book to address such a wide array of topics within the field of L2 learning
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 L1L2 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
Richard L. Sparks is Professor Emeritus in the Department of Graduate Education at Mount St. Joseph University, USA. His research interests include L2 aptitude, language and learning disabilities, reading disability (dyslexia), and foreign language anxiety, and he has published extensively in second (foreign) language and learning disability journals.