Journal article

Publication year: 2023

Pages: 159-194

Journal: Pedagogical linguistics

Volume number: 4

Issue number: 2

ISSN: 2665-9581

eISSN: 2665-959X

DOI Link: https://doi.org/10.1075/pl.21016.lor

Publisher: Benjamins

Abstract: 
This study investigates the relationship between (extra)linguistic variables and proficiency in a foreign language. Based on 1,403 secondary school students in Germany (age 12/13 and 14/15), we assess whether proficiency in German, if applicable also Russian or Turkish, cognitive ability, school type, gender, socio-economic status, self-concept, motivation, and self-assessment function differently in predicting English language proficiency when monolingual German learners of English (n = 849) are compared to their bilingual peers (Russian-German: n = 236; Turkish-German: n = 318). Two comprehensive structural equation models capture the multitude of factors influencing foreign language acquisition and contribute to the discussion on multilingual advantages or effects. The results reveal that most variables are statistically significant, but the models function comparably across the three language groups with only minor contrasts regarding effect sizes. We submit that the three language groups are more similar than different and that the heritage languages Russian and Turkish add comparatively little to predicting English language proficiency.

Harvard Citation style: Lorenz, E., Toprak-Yildiz, T. and Siemund, P. (2023) Why are they so similar?, PEDAGOGICAL LINGUISTICS, 4(2), pp. 159-194. https://doi.org/10.1075/pl.21016.lor

APA Citation style: Lorenz, E., Toprak-Yildiz, T., & Siemund, P. (2023). Why are they so similar?. PEDAGOGICAL LINGUISTICS. 4(2), 159-194. https://doi.org/10.1075/pl.21016.lor