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Format: 1 online resource (392 p.)

ISBN: 9781800411807

Series Statement: Second Language Acquisition ; 155

Content: 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.

Note: Frontmatter -- , Contents -- , Acknowledgements -- , Foreword -- , Introduction and Overview -- , Part 1: Theoretical Insights into L1–L2 Relationships: IDs in L1 Attainment and the Linguistic Coding Differences Hypothesis (LCDH) -- , Introduction -- , 1 Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning -- , 2 The Impact of Native Language Learning Problems on Foreign Language Learning: Case Study Illustrations of the Linguistic Coding Deficit Hypothesis -- , 3 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 -- , Introduction -- , 4 Long-term Cross-linguistic Transfer of Skills from L1 to L2 -- , 5 Individual Differences in L2 Achievement Mirror Individual Differences in L1 Skills and L2 Aptitude: Cross-linguistic Transfer of L1 Skills to L2 -- , 6 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 -- , Introduction -- , 7 Profiles of More and Less Successful L2 Learners: A Cluster Analysis Study -- , 8 Long-term Relationships among Early First Language Skills, Second Language Aptitude, Second Language Affect and Later Second Language Proficiency -- , 9 Subcomponents of Second Language Aptitude and Second Language Proficiency -- , Part 4: L2 Anxiety: Affective Variable or Cognitive Variable? -- , Introduction -- , 10 Foreign Language Learning Differences: Affective or Native Language Aptitude Differences? -- , 11 Is the Foreign Language Classroom Anxiety Scale (FLCAS) Measuring Anxiety or Language Skills? -- , 12 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 -- , Introduction -- , 13 Language Deficits in Poor L2 Comprehenders: The Simple View -- , 14 L2 Reading Comprehension is Hard Because L2 Listening Comprehension is Hard, Too -- , 15 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 Explaining Individual Differences in L1 Ability and their Relationship to IDs in L2 Aptitude and L2 Achievement -- , Part 7: Epilogue and Future Directions -- , 17 Conclusion: Toward a Model of Language Aptitude -- , Appendices -- , References -- , Index , In English.

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures

DOI: 10.21832/9781800411807

URL: https://doi.org/10.21832/9781800411807

URL: https://www.degruyter.com/isbn/9781800411807

URL: https://doi.org/10.21832/9781800411807

URL: https://www.degruyter.com/isbn/9781800411807

URL: lizenzpflichtig

URL: lizenzpflichtig

URL: Cover

URL: Inhaltsverzeichnis

URL: lizenzpflichtig

URL: Inhaltsverzeichnis

URL: https://doi.org/10.21832/9781800411807

URL: https://www.degruyter.com/isbn/9781800411807

URL: Cover