SOURCES OF VARIATION IN SECOND AND NATIVE LANGUAGE SPEAKING PROFICIENCY AMONG COLLEGE-AGED SECOND LANGUAGE LEARNERS

• Published in: Studies in second language acquisition Vol. 44; no. 2; pp. 305 - 330
• Main Authors: Botezatu, Mona Roxana, Guo, Taomei, Kroll, Judith F., Peterson, Sarah, Garcia, Dalia L.
• Format: Journal Article
• Language: English
• Published: New York, USA Cambridge University Press 01.05.2022
• Subjects: Adult Basic Education; Adult Students; Bilingualism; Cognition; Cognitive Ability; College Students; Comparative Analysis; English; Language Classification; Language Maintenance; Language Proficiency; Language Tests; Longitudinal Studies; Native Language; Prediction; Research Article; Second Language Instruction; Second Language Learning; Short Term Memory
• ISSN: 0272-2631; 1470-1545
• DOI: 10.1017/S0272263121000188

We evaluated external and internal sources of variation in second language (L2) and native language (L1) proficiency among college students. One hundred and twelve native-English L2 learners completed measures of L1 and L2 speaking proficiency, working memory, and cognitive control and provided self-ratings of language exposure and use. When considering learner-external variation, we found that more frequent L2 exposure predicted higher L2 and L1 proficiency, while earlier L2 exposure predicted higher L2 proficiency, but poorer L1 maintenance. L1–L2 distance limited crosslinguistic transfer of print-to-sound mappings. When considering learner-internal variation, we found that L1 and L2 proficiency were highly correlated and that better working memory, but not cognitive control, accounted for additional variance in L2 and L1 proficiency. More frequent L2 exposure was associated with better cognitive control.