Quality of L2 Input and Cognitive Skills Predict L2 Grammar Comprehension in Instructed SLA Independently

Kristin Kersten,Ann-Christin Bruhn,Christina Schelletter,Katharina Ponto

doi:10.3390/languages6030124

Kristin Kersten, Ann-Christin Bruhn + Show 2 more

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https://doi.org/10.3390/languages6030124

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Abstract

Input is considered one of the most important factors in the acquisition of lexical and grammatical skills. Input has been found to interact with other factors, such as learner cognitive skills and the circumstances where language is heard. Language learning itself has sometimes been found to enhance cognitive skills. Indeed, intensive contact with another language has been found to sometimes boost cognitive skills, even in intensive instructed settings, such as immersion programs (bilingual advantage hypothesis). In this paper, we report a cross-sectional study to assess grammar learning of 79 fourth grade German students learning L2 English in two immersion schools. Verbal teacher input was assessed using the Teacher Input Observation Scheme (TIOS, Items 14–25), and the learners’ L2 grammar comprehension was tested with the ELIAS Grammar Test II. Cognitive skills, including phonological awareness, working memory, and non-verbal intelligence, were determined using standardized assessment procedures. The results show that verbal input quantity and quality correlated significantly with the learners’ L2 grammar comprehension. None of the cognitive skills moderated the effect of input on grammar comprehension but all predicted it independently. The combination of L2 input and phonological awareness was found to be the most robust predictor of L2 grammar comprehension.

Highlights

Recent research in instructed second language acquisition has focused on different factors that impact language learning in general, and the acquisition of grammar in particular.Some of these are external to the learner, such as input, while others are dependent on individual cognitive abilities (Kersten 2020; Paradis 2011)
Even though we tested for a particular predictive relationship, that is, whether input and cognitive skills predict the level of grammar skills, the cross-sectional nature of our data would be compatible with three different causal interpretations of the robust relationship we found between verbal input, phonological awareness, and grammar skills
We reported the results from a cross-sectional study with 79 German fourth grade learners of L2 English in two partial immersion schools

Summary

Introduction

Recent research in instructed second language acquisition has focused on different factors that impact language learning in general, and the acquisition of grammar in particular.Some of these are external to the learner, such as input, while others are dependent on individual cognitive abilities (Kersten 2020; Paradis 2011). We refer to input as defined by Truscott and Sharwood Smith, who derived their interpretation from Carroll (1999), as sights, including pointing and gesturing, sounds, smells, tastes, etc., in other words everything that contributes to the interpretation of an utterance and which can lead to further development of an individual’s linguistic ability, i.e., all the relevant external contexts. This should be included in a comprehensive understanding of what input is. This should be included in a comprehensive understanding of what input is. (Truscott and Smith 2019, p. 10)

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