Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning

Sparks, Richard L.; Ganschow, Leonore

doi:10.2307/329098

Cited by 79 publications

(109 citation statements)

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“…Nonetheless, this viewpoint is not without dispute. Illustrating the linguistic coding differences hypothesis (LCDH), Sparks and Ganschow, sometimes with others (Sparks & Ganschow, 1991, 1993a, 1993b, 1995Sparks, Ganschow, & Javorsky, 2000;Sparks, Ganschow, & Pohlman, 1989;Sparks, Patton, Ganschow, & Humbach, 2006), argued that phonological, syntactic, and/or semantic coding deficits in native language learning accounted for poor FL achievements. Among all deficits, the impact of phonological coding deficits is most pervasive and important.…”

Section: The Effects Of Fl Anxiety On Fl Learningmentioning

confidence: 99%

The anxiety-proficiency relationship and the stability of anxiety: The case of Chinese university learners of English and Japanese

Jin

Bot

Keijzer

2015

SSLLT

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Adopting a longitudinal design, this study investigates the effects of foreign language anxiety on foreign language proficiency over time within English and Japanese learning contexts. It also explores the stability of anxiety in English and Japanese over time and the stability of anxiety across English and Japanese. Chinese university students (N = 146), who were simultaneously learning Japanese and English, participated in this study. Data were collected twice over a 2-month interval, using the Foreign Language Classroom Anxiety Scale, the English Proficiency Scale, and the Japanese Proficiency Scale. Results showed that anxiety changes had a significantly negative, but weak, correlation with the development of overall proficiency and the proficiency in subskills such as reading or speaking, for both English and Japanese, suggesting the interference of anxiety with proficiency levels. Anxiety in Japanese tended to decrease significantly over time, but no significant change was found for Yinxing Jin, Kees de Bot, Merel Keijzer 42 English. Furthermore, no significant difference between anxiety in Japanese and English was found at either testing time.

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Section: The Effects Of Fl Anxiety On Fl Learningmentioning

confidence: 99%

The anxiety-proficiency relationship and the stability of anxiety: The case of Chinese university learners of English and Japanese

Jin

Bot

Keijzer

2015

SSLLT

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“…Marcos-Llinàs (2007) points out that depending on the personal factors, there are different ways of acting when learning. Language aptitude is the primary source of individual differences in language achievement (Sparks & Ganschow, 1993). According to Dörnyei & Skehan (2003), aptitude has been isolated from the process of foreign language learning for many years.…”

Section: Introductionmentioning

confidence: 99%

Affective Variables in Second Language Acquisition and their Effect on the Spanish Academic Context

Muñoz

Martín

2005

LFE 21.1

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For many students, learning a Second Language (SL) can either be a rewarding or a threatening experience. Recent studies claim that this is caused by the role that the affective domain plays in the learning process. Since the affective variables are considered the least understood by researchers in Second Language Acquisition (SLA), this paper focuses on them. The main purpose in this research is to study the connection among anxiety, attitude and motivation and their effect on the academic performance of sixty-six Spanish students who are learning English as a SL. Teachers are also observed to know to what extent they alter those students' attitudes, feelings of anxiety and motivation towards their language classes. Since the students who take part in this research share the same teacher, other two teachers are observed in order to analyze whether they have the same effect on their students or not. Results point out that there are clear contrasts between bilingual and non bilingual students and the different performances of the three teachers who were observed. Keywords: Second language acquisition, affect, anxiety, learning ResumenAprender una segunda lengua puede ser una experiencia enriquecedora o amenazante para muchos estudiantes. Estudios recientes demuestran que esto se debe al papel que la afectividad juega en el proceso de aprendizaje. En la adquisición de una segunda lengua las variables afectivas son las menos estudiadas, por eso este estudio se centra en ellas. El

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“…También la baja capacidad de memoria, falta de interés y/o de atención (Arries, 1999) o una incorrecta instrucción en su lengua materna (Maldonado, 1994). Otras variables importantes que se han puesto de manifiesto son las afectivas, como la falta de motivación, ansiedad y/o escasas estrategias de aprendizaje (Sparks y Ganschow, 1993).…”

Section: -Introducciónunclassified

Estudio exploratorio sobre dificultades en el aprendizaje de una segunda lengua: la opinión del profesorado

Molina

Fernández

2016

ESPIRAL-CUADERNOS DEL PROFESORADO

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RESUMEN:Este artículo tiene como objetivo examinar la posible existencia de una dificultad específica para adquirir una segunda lengua (inglés). Para ello, se elaboró y aplicó una entrevista a docentes especialistas y tutores con el propósito de identificar a los alumnos con bajo rendimiento en inglés y analizar si dicho rendimiento se circunscribía solo al ámbito del aprendizaje de la segunda lengua o era generalizado a más áreas curriculares. Los resultados mostraron que, si bien el 79% de los escolares que no superan dicha materia presentan problemas generalizados, existe un 21% que presentan una dificultad específica de adquisición del idioma extranjero. Se discuten las implicaciones educativas de la existencia de este tipo de problemática para el aprendizaje del inglés. Palabras clave: dificultades de aprendizaje, adquisición de una segunda lengua, maestro especialista lengua extranjera, educación primaria. ABSTRACT: The main aim of this paper is to examine the possible existence of a specific difficulty to learn a second language (English). Therefore, we developed and applied an interview for specialist teachers and tutors in order to identify students with low performance in English and analyse the causes of this failure. The results show that 79% of students who fail in English have widespread problems but there is a 21% with a specific learning disability in a second language. Educational implications of this specific problem for learning English are discussed.

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Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning

Cited by 79 publications

References 0 publications

The anxiety-proficiency relationship and the stability of anxiety: The case of Chinese university learners of English and Japanese

The anxiety-proficiency relationship and the stability of anxiety: The case of Chinese university learners of English and Japanese

Affective Variables in Second Language Acquisition and their Effect on the Spanish Academic Context

Estudio exploratorio sobre dificultades en el aprendizaje de una segunda lengua: la opinión del profesorado

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