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|Title:||The Etiology of Individual Differences in Second Language Acquisition in Australian School Students: A Behavior-Genetic Study||Contributor(s):||Coventry, William L (author) ; Anton-Mendez, Ines (author) ; Ellis, Elizabeth M (author); Levisen, Christina (author); Byrne, Brian J (author) ; van Daal, Victor H P (author); Ellis, Nick C (author)||Publication Date:||2012||DOI:||10.1111/j.1467-9922.2012.00718.x||Handle Link:||https://hdl.handle.net/1959.11/11198||Abstract:||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.||Publication Type:||Journal Article||Source of Publication:||Language Learning, 62(3), p. 880-901||Publisher:||John Wiley & Sons, Inc||Place of Publication:||United States of America||ISSN:||1467-9922
|Fields of Research (FoR) 2008:||170199 Psychology not elsewhere classified||Fields of Research (FoR) 2020:||520199 Applied and developmental psychology not elsewhere classified||Socio-Economic Objective (SEO) 2008:||970117 Expanding Knowledge in Psychology and Cognitive Sciences||Socio-Economic Objective (SEO) 2020:||280121 Expanding knowledge in psychology||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal|
|Appears in Collections:||Journal Article|
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