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Direct linkEfthymia C. Kapnoula; Arthur G. Samuel – Language Learning, 2024
Some listeners exhibit higher sensitivity to subphonemic acoustic differences (i.e., higher speech gradiency). Here, we asked whether higher gradiency in a listener's first language (L1) facilitates foreign language learning and explored the possible sources of individual differences in L1 gradiency. To address these questions, we tested 164…
Descriptors: Native Language, Second Language Learning, Second Language Instruction, Short Term Memory
Dabrowska, Ewa – Language Learning, 2019
This study compares the performance of native speakers and adult second language (L2) learners on tasks tapping proficiency in grammar, vocabulary, and collocations. In addition, data were collected on several predictors of individual differences in linguistic attainment, including some related to language experience (print exposure, education,…
Descriptors: Individual Differences, Native Speakers, Second Language Learning, Phrase Structure
Dale, Philip S.; Harlaar, Nicole; Plomin, Robert – Language Learning, 2012
Variability in achievement across learners is a hallmark of second language (L2) learning, especially in academic-based learning. The Twins Early Development Study (TEDS), based on a large, population-representative sample in the United Kingdom, provides the first opportunity to examine individual differences in second language achievement in a…
Descriptors: National Curriculum, Twins, Structural Equation Models, Second Language Learning
Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy – Language Learning, 2012
The study examined whether individual differences in high school first language (L1) reading achievement and print exposure would account for unique variance in second language (L2) written (word decoding, spelling, writing, reading comprehension) and oral (listening/speaking) proficiency after adjusting for the effects of early L1 literacy and…
Descriptors: Reading Comprehension, Listening Comprehension, Speech Communication, Spelling
