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BukuThe cognitive contribution to the development of proficiency in a foreign language
Author: Csapó, Beno ; Nikolov, Marianne
Topik: Cognitive skills Language proficiency in English and German Longitudinal study
Bahasa: (EN )    
Penerbit: Elsevier     Tempat Terbit: Oxford    Tahun Terbit: 2009    
Jenis: Article - diterbitkan di jurnal ilmiah internasional
Fulltext: The cognitive contribution to the development of proficiency in a foreign language.pdf (270.44KB; 1 download)
The present paper reports results of a longitudinal research project studying the contribution of cognitive
skills and other factors to proficiency in a foreign language (L2) in the Hungarian educational context. The
larger project aims to describe the levels of L2 proficiency of school-aged populations in order to explore the
conditions and factors contributing to processes and outcomes in foreign language education in public
schools. For this purpose, paper and pencil tests were administered in English and German as a foreign
language to nationally representative student samples. The project also aims to find answers to some
theoretical questions; therefore, a questionnaire and other assessment instruments complemented L2 tests
to provide insights into how participants' cognitive, affective and first language (L1) variables, as well as their
social and school variables interact with one another over time. Students' general thinking and learning
abilities were assessed with an inductive reasoning test.
In the present paper we focus on the relationship between students' proficiency in English or German and
inductive reasoning skills to show how general cognitive abilities interact with levels of L2 proficiency. We
use a multivariate context to explore complex relationships between L2 levels in English and German and
inductive reasoning skills if influences of other variables are controlled. We present results of multiple
regression analyses on L2 listening, reading, and writing tasks in the two target languages. In the present
paper we use both cross-sectional and longitudinal data to examine the relationships between students' L2
proficiency in the first phase (2000) and two years later (2002). Thus, a longitudinal research design was
implemented by repeating cross-sectional assessment at a two-year interval.
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