Review of Exploring L1-L2 relationships: The impact of individual differences by Richard Sparks

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2023-03-31 DOI:10.14746/ssllt.36132

A. Biedroń

引用次数: 0

Abstract

This paper is a review of Richard Sparks' latest position, Exploring L1-L2 relationships. The impact of individual differences, which summarizes 30 years of his research in the field of SLA. The author is the originator of the Linguistic Coding Deficit Hypothesis (LCDH), later modified to the Linguistic Coding Differences Hypothesis, which is one of the most cited theories in the context of research into foreign language aptitude. The volume contains 7 chapters representing different strands of research.

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理查德·斯帕克斯《探索L1-L2关系:个体差异的影响》综述

本文是对理查德·斯帕克斯最新观点《探索L1-L2关系》的综述。个体差异的影响，总结了他30年来在二语习得领域的研究。作者是语言编码缺陷假说(LCDH)的创始人，该假说后来被修改为语言编码差异假说，是外语能力研究中被引用最多的理论之一。该卷包含7章，代表不同的研究方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.