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EFFECTS OF TASK TYPE AND L2 PROFICIENCY ON THE RELATIONSHIP BETWEEN L1 AND L2 IN READING AND WRITING

An SEM Approach

Published online by Cambridge University Press:  02 February 2017

Tae-Il Pae
Tae-Il Pae*
Affiliation:
Yeungnam University
*
*Correspondence concerning this article should be addressed to Tae-Il Pae, Department of English Language Education, School of Education, Yeungnam University, Dae-dong, Gyeongsan, Gyeongsangbuk-do, South Korea 712-749. E-mail: paet@ynu.ac.kr
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Abstract

This study systematically examines the moderating effects of task type and L2 proficiency on the relationship between L1 and L2 simultaneously across reading and writing tasks with different levels of cognitive complexity. Main and moderating effects were evaluated through structural equation modeling analyses. First, both L1 skills and L2 proficiency were significant independent predictors of L2 reading and writing performance across tasks with different levels of cognitive complexity. Second, L2 proficiency had a much greater effect on L2 reading and writing performance across tasks with different cognitive loads than L1 skills. Third, the strength of the relationship between less cognitively demanding L1 and L2 reading tasks showed no significant difference between the low- and high-L2-proficiency groups. Fourth, the strength of the relationship between more cognitively demanding L1 and L2 reading tasks showed a significant difference between the low- and high-L2-proficiency groups. Fifth, the strength of the relationship between L1 and L2 writing tasks with different levels of cognitive complexity varied significantly depending on the level of L2 proficiency. These results are discussed theoretically and pedagogically.

Type
Research Article
Information
Studies in Second Language Acquisition , Volume 40 , Issue 1 , March 2018 , pp. 63 - 90
Copyright
Copyright © Cambridge University Press 2017 

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Footnotes

The author is grateful to the reviewers of SSLA for their insightful comments and suggestions. The author also thanks the editors of SSLA.

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