Abstract
The relevance of L1 status and typology for L2 learning is often assumed. These concepts, however, are rarely the primary object of study in SLA research, in part because defining them is a complex matter. In an attempt to redress this imbalance, this explorative study investigates French L2 social-psychological dispositions and global French L2 proficiency in young learners in European schools in Brussels and Luxemburg (n=83; 585h of FSL on average). It was found that pupils with a lower status L1 (German as compared to English) display more positive L2 attitudes, higher L2 motivation and achieve higher levels of global L2 proficiency. A different trend was observed in pupils whose L1 is typologically similar to the L2 (Spanish as compared to German): few significant differences were found concerning social-psychological dispositions as well as global L2 proficiency.
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