Description
Book SynopsisThis 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.
Trade ReviewSimultaneously 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 Biedroń, Pomeranian University in Słupsk, 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 Biedroń Pomeranian, University in Słupsk, 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 *
Table of ContentsAcknowledgements
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 L1–L2 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
