The cognitive contribution to the development of proficiency in a foreign language |
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| Authors: | Ben? Csapó Marianne Nikolov |
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| Institution: | 1. Institute of Education, University of Szeged, 6722 Szeged, Pet?fi sgt. 30–34, Hungary;2. Department of English Applied Linguistics, University of Pécs, 7624 Pécs, Ifjúság u. 6., Hungary;1. Institute of Education, University of Szeged, 6722 Szeged, Pet?fi sgt. 30–34, Hungary;2. Department of English Applied Linguistics, University of Pécs, 7624 Pécs, Ifjúság u. 6., Hungary;1. Department of Biomedical Engineering, Duke University, Room 136 Hudson Hall, Box 90281, Durham, NC 27708, USA;2. Department of Anesthesiology, Duke University Medical Center, Durham, NC, USA;1. Department of Educational Sciences, University of La Rioja, Spain;2. Prevention Program for Psychosis (P3), Spain;3. Institute of Psychology, University of Lausanne, Switzerland;4. Research Department of Clinical, Educational and Health Psychology, University College London, UK;5. Department of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King''s College London, UK;6. Center of Liaison Psychiatry and Psychosomatics, University Hospital, University of Cagliari, Italy, and Centro Medico Genneruxi, Cagliari, Italy;1. Department of Pathology, University of Saarland, Homburg Saar Campus, Homburg Saar, Germany;2. Department of General, Visceral, Vascular and Pediatric Surgery, University of Saarland, Homburg Saar Campus, Homburg Saar, Germany;3. Institute of Virology, University of Saarland, Homburg Saar Campus, Homburg Saar, Germany;4. Lombardi Comprehensive Cancer Center, Georgetown University, 37th & O St NW, Washington, DC 20057, United States of America;5. The Medical Library, University of the West Indies, Mona, Kingston, Jamaica;6. Institute of Medical Informatics, University of Luebeck, Luebeck, Germany;7. Department of Mathematics, University of Saarland, Saarbrücken Campus, Saarbrücken, Germany;8. Department of Computer Science VII, Technical University of Dortmund, Dortmund, Germany;3. Division of Gastroenterology, University of Texas Southwestern Medical Center, Dallas, Texas;4. Division of Gastroenterology, Penn State Hershey Medical Center, Hershey, Pennsylvania;1. The University of Alabama, United States;2. Gwinnett County Public Schools, United States |
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| Abstract: | 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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