Although most children learn to communicate in their first language (L1), there is normal and expected variation in their rate of acquisition across all components of the language system. Until recently, most second language acquisition and second language (L2) researchers have assumed that individual differences (IDs) in L1 acquisition are small and irrelevant to IDs in L2 acquisition. However, growing evidence has found strong relationships between IDs in L1 attainment and ultimate L2 achievement. In this longitudinal study, US secondary students were administered measures of L1 written and oral achievement, L1 cognitive processing, and L2 aptitude, then followed over 3 years of Spanish instruction and administered standardized measures of L2 literacy and oral proficiency at the end of each year. Hierarchical regressions followed by regression commonality analysis showed that IDs in L1 achievement alone (reading, writing, vocabulary, and print exposure) accounted for substantial unique variance in L2 reading, writing, listening comprehension, and oral proficiency, while L2 aptitude accounted for additional unique variance at the end of each year. A new finding showed that variance accounted for by L1 skills increased from first to second to third year. Results lend additional support to the conclusion of strong L1–L2 relationships between IDs in L1 attainment and IDs in L2 achievement.

中文翻译：

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L1 成就和语言能力的个体差异可预测接受指导的语言学习者的 L2 成就

尽管大多数孩子学习用第一语言（L1）进行交流，但他们在语言系统所有组成部分的习得率存在正常且预期的差异。直到最近，大多数第二语言习得和第二语言 (L2) 研究者都认为 L1 习得中的个体差异 (ID) 很小，并且与 L2 习得中的 ID 无关。然而，越来越多的证据发现，L1 成就的 ID 与最终 L2 成就之间存在密切关系。在这项纵向研究中，美国中学生接受了 L1 书面和口语成绩、L1 认知处理和 L2 能力的测量，然后接受了 3 年多的西班牙语教学，并在每年年底进行了 L2 读写能力和口语能力的标准化测量。分层回归和回归共性分析表明，L1 成绩（阅读、写作、词汇和印刷品接触）中的 ID 单独解释了 L2 阅读、写作、听力理解和口语能力的显着独特差异，而 L2 能力则解释了额外的独特差异。每年年底的差异。一项新发现表明，L1 技能造成的差异从第一年到第二年到第三年都在增加。结果进一步支持了 L1 成就中的 ID 和 L2 成就中的 ID 之间存在牢固的 L1-L2 关系的结论。而 L2 能力在每年年底都会产生额外的独特差异。一项新发现表明，L1 技能造成的差异从第一年到第二年到第三年都在增加。结果进一步支持了 L1 成就中的 ID 和 L2 成就中的 ID 之间存在牢固的 L1-L2 关系的结论。而 L2 能力在每年年底都会产生额外的独特差异。一项新发现表明，L1 技能造成的差异从第一年到第二年到第三年都在增加。结果进一步支持了 L1 成就中的 ID 和 L2 成就中的 ID 之间存在牢固的 L1-L2 关系的结论。