This page provides links to folders containing the data and analysis scripts that underpin the research findings we present in our book, 'Components of Language Proficiency: The case of adolescent second language learners in schools in England'. If you have any difficulties accessing the folders, please contact Amber Dudley (amber.dudley@york.ac.uk).
In Part 1 of the book, we explored the components of language knowledge in French and Spanish, in terms of sound–symbol correspondences (Chapter 3), vocabulary (Chapter 4), and grammar (Chapter 5).
In Part 2 of the book, we looked at the components of language proficiency in French and Spanish.
Chapters 7 (reading) and 9 (listening) and Section 2 of Chapters 10 (writing) and 11 (speaking) focused on the external correlates of language proficiency, exploring the following research questions:
RQ1: To what extent is linguistic (receptive and productive vocabulary and grammar) knowledge associated with proficiency in a specific skill?
RQ2: To what extent are motivation and skill-specific self-efficacy associated with proficiency in a specific skill, relative to linguistic knowledge?
RQ3: To what extent are the related skills associated with proficiency in a specific skill?
Chapter 8 focused on lexical inferencing success in French and Spanish and its predictors.
Section 1 of Chapters 10 (writing) and 11 (speaking) focused on the internal correlates of language proficiency, exploring the extent to which the individual dimensions of an analytic scale were interrelated.