ERIC Number: EJ976415
Record Type: Journal
Publication Date: 2012-Sep
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0023-8333
EISSN: N/A
The Etiology of Individual Differences in Second Language Acquisition in Australian School Students: A Behavior-Genetic Study
Coventry, William; Anton-Mendez, Ines; Ellis, Elizabeth M.; Levisen, Christina; Byrne, Brian; van Daal, Victor H. P.; Ellis, Nick C.
Language Learning, v62 n3 p880-901 Sep 2012
We present one of the first behavior-genetic studies of individual differences in school students' levels of achievement in instructed second language acquisition (ISLA). We assessed these language abilities in Australian twin pairs (maximum N pairs = 251) by means of teacher ratings, class rankings, and self-ratings of proficiency, and used the classic twin design to estimate the relative influences of genes, shared (family/school) environment, and unique environment. Achievement in ISLA was more influenced by additive genetic effects (72%, 68%, and 38% for teacher ratings, class rankings, and twin self-ratings, respectively) than by shared environment effects, which were generally not substantial (20%, 07%, and 13%). Genetic effects distinct to speaking and listening, on the one hand, and reading and writing, on the other, were evident for the twin self-ratings. We discuss the limitations and implications of these findings and point to research questions that could profitably be addressed in future studies. (Contains 3 figures and 1 note.)
Descriptors: Twins, Second Language Learning, Genetics, Etiology, Foreign Countries, Language Aptitude, Teacher Attitudes, Family Environment, Educational Environment, Class Rank, Language Skills, Academic Achievement, Second Language Instruction, Correlation, Elementary School Students, Secondary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A