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Subcomponents of Second-Language Aptitude and Second-Language Proficiency
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Sparks, Richard L.; Humbach, Nancy; Patton, Jon; Ganschow, Leonore – Modern Language Journal, 2011
A factor analysis of a test battery that included early first-language (L1) achievement, L1 cognitive ability, second-language (L2) aptitude, and L2 affective measures to predict oral and written L2 proficiency was conducted. The analysis yielded 4 factors that were labeled Language Analysis, composed of L1 and L2 language comprehension, grammar,…
Descriptors: Reading Difficulties, Phonology, Paired Associate Learning, Affective Measures
Early First-Language Reading and Spelling Skills Predict Later Second-Language Reading and Spelling Skills
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Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy; Javorsky, James – Journal of Educational Psychology, 2008
This prospective study examined early first-language (L1) predictors of later second-language (L2) reading (word decoding, comprehension) and spelling skills by conducting a series of multiple regressions. Measures of L1 word decoding, spelling, reading comprehension, phonological awareness, receptive vocabulary, and listening comprehension…
Descriptors: Reading Comprehension, Listening Comprehension, Spelling, Phonological Awareness
Foreign Language Learning Differences: Affective or Native Language Aptitude Differences?
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Sparks, Richard L.; Ganschow, Leonore – Modern Language Journal, 1991
The Linguistic Coding Deficit Hypothesis offers an alternative to affective explanations for second-language learning difficulties and adds another dimension to the role of aptitude. The hypothesis focuses on phonological, syntactic, and semantic components of language and assumes that the individual's control over these components is crucial to…
Descriptors: Comparative Analysis, Individual Differences, Language Acquisition, Language Aptitude
Examining the Linguistic Coding Differences Hypothesis to Explain Individual Differences in Foreign Language Learning.
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Sparks, Richard L. – Annals of Dyslexia, 1995
This paper proposes that foreign-language learning problems result from difficulties with native-language learning. Research evidence is summarized showing that good and poor foreign-language learners exhibit significantly different levels of native-language skill and phonological processing ability. Potential challenges to this hypothesis are…
Descriptors: Elementary Secondary Education, Higher Education, Language Acquisition, Language Impairments
Identifying Native Language Deficits in High- and Low-Risk Foreign Language Learners in High School.
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Sparks, Richard L.; And Others – Foreign Language Annals, 1992
Based on the results of native and foreign language assessments of high school learners, it is inferred that students with foreign language learning difficulties have subtle but underlying native language learning difficulties, especially in the phonological and syntactic codes of language. Implications for diagnosis and teaching are discussed.…
Descriptors: Comparative Analysis, High Risk Students, High School Students, Language Acquisition
The Impact of Native Language Learning Problems on Foreign Language Learning: Illustrations of the Linguistic Coding Deficit Hypothesis.
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Sparks, Richard L.; Ganschow, Leonore – Modern Language Journal, 1993
A discussion of the Linguistic Coding Deficit Hypothesis presents an overview of the theory; describes five prototypes of second-language learners, each illustrated by a distinct language processing profile; and examines how the ability to identify prototypes can help teachers interpret student difficulties and design instruction to address them.…
Descriptors: Case Studies, Classification, Cognitive Style, Comparative Analysis