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Assessing the Relationship between L1 Knowledge and Fluid Intelligence in Second Language Acquisition: The Case of Immigrant Students in Catalonia

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Title: Assessing the Relationship between L1 Knowledge and Fluid Intelligence in Second Language Acquisition: The Case of Immigrant Students in Catalonia
Language: English
Authors: Fernando Senar (ORCID 0000-0002-7885-9670), Judit Janés (ORCID 0000-0002-7870-0547), Elisabet Serrat (ORCID 0000-0003-0702-0082), Ángel Huguet (ORCID 0000-0002-0355-4901)
Source: International Journal of Bilingual Education and Bilingualism. 2024 27(7):1008-1020.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Native Language, Second Language Learning, Intelligence, Language Acquisition, Immigrants, Foreign Countries, Romance Languages, Spanish, Official Languages, Morphology (Languages), Syntax, Orthographic Symbols, Lexicology, Contrastive Linguistics, Psycholinguistics, Secondary School Students, Phonetics
Geographic Terms: Spain
DOI: 10.1080/13670050.2024.2320310
ISSN: 1367-0050
1747-7522
Abstract: The linguistic interdependence hypothesis posits the existence of language features common to different languages. This set of characteristics, known as Common Underlying Proficiency (CUP), is a powerful facilitating agent in second language acquisition. Fluid intelligence (Gf), on the other hand, is the construct that encompasses those cognitive resources devoted to general learning, and its involvement in second language acquisition is unproven. The aim of this study is to determine the direct and interactive effect of L1 knowledge and Gf on second language acquisition in language immersion learners across different linguistic domains. The study analyzed the proficiency of 131 Romanian students in Spanish and Catalan, the official languages of Catalonia. Mixed-effects regression models were used to analyze lexical, morphosyntactic, and orthographic aspects. The results were obtained using mixed-effects regression models, revealing a particularly noticeable interdependence effect in lexical, morphosyntactic, and orthographic aspects, with differences between Catalan and Spanish. Furthermore, Gf had an impact on the morphosyntactic component with similar intensity for both languages but did not moderate the interdependence effect. The study discusses the possible causes of these effects, as well as their psycho-pedagogical consequences.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1430216
Database: ERIC
FullText Text:
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  Data: Assessing the Relationship between L1 Knowledge and Fluid Intelligence in Second Language Acquisition: The Case of Immigrant Students in Catalonia
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Fernando+Senar%22">Fernando Senar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7885-9670">0000-0002-7885-9670</externalLink>)<br /><searchLink fieldCode="AR" term="%22Judit+Janés%22">Judit Janés</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7870-0547">0000-0002-7870-0547</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elisabet+Serrat%22">Elisabet Serrat</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0702-0082">0000-0003-0702-0082</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ángel+Huguet%22">Ángel Huguet</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0355-4901">0000-0002-0355-4901</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Bilingual+Education+and+Bilingualism%22"><i>International Journal of Bilingual Education and Bilingualism</i></searchLink>. 2024 27(7):1008-1020.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 13
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  Label: Publication Date
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Romance+Languages%22">Romance Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Official+Languages%22">Official Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology+%28Languages%29%22">Morphology (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Syntax%22">Syntax</searchLink><br /><searchLink fieldCode="DE" term="%22Orthographic+Symbols%22">Orthographic Symbols</searchLink><br /><searchLink fieldCode="DE" term="%22Lexicology%22">Lexicology</searchLink><br /><searchLink fieldCode="DE" term="%22Contrastive+Linguistics%22">Contrastive Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Psycholinguistics%22">Psycholinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetics%22">Phonetics</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
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  Data: 10.1080/13670050.2024.2320310
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  Data: 1367-0050<br />1747-7522
– Name: Abstract
  Label: Abstract
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  Data: The linguistic interdependence hypothesis posits the existence of language features common to different languages. This set of characteristics, known as Common Underlying Proficiency (CUP), is a powerful facilitating agent in second language acquisition. Fluid intelligence (Gf), on the other hand, is the construct that encompasses those cognitive resources devoted to general learning, and its involvement in second language acquisition is unproven. The aim of this study is to determine the direct and interactive effect of L1 knowledge and Gf on second language acquisition in language immersion learners across different linguistic domains. The study analyzed the proficiency of 131 Romanian students in Spanish and Catalan, the official languages of Catalonia. Mixed-effects regression models were used to analyze lexical, morphosyntactic, and orthographic aspects. The results were obtained using mixed-effects regression models, revealing a particularly noticeable interdependence effect in lexical, morphosyntactic, and orthographic aspects, with differences between Catalan and Spanish. Furthermore, Gf had an impact on the morphosyntactic component with similar intensity for both languages but did not moderate the interdependence effect. The study discusses the possible causes of these effects, as well as their psycho-pedagogical consequences.
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  Data: 2024
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  Data: EJ1430216
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        Value: 10.1080/13670050.2024.2320310
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      – Text: English
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        PageCount: 13
        StartPage: 1008
    Subjects:
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Intelligence
        Type: general
      – SubjectFull: Language Acquisition
        Type: general
      – SubjectFull: Immigrants
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Romance Languages
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      – SubjectFull: Lexicology
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      – SubjectFull: Contrastive Linguistics
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      – SubjectFull: Psycholinguistics
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Phonetics
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      – SubjectFull: Spain
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      – TitleFull: Assessing the Relationship between L1 Knowledge and Fluid Intelligence in Second Language Acquisition: The Case of Immigrant Students in Catalonia
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              Type: published
              Y: 2024
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