Recent studies have uncovered substantial individual differences in first language (L1) language attainment across the lifespan and across multiple components of language. The existence of such variability raises the question of its role in second language (L2) learning. The existing body of research on L1–L2 relationships has primarily targeted reading comprehension by means of controlled experimental designs. This study extended existing research by investigating L1–L2 relationships in writing through the automatic analysis of linguistic complexity in paired samples of authentic production data. For each writing sample, a series of measurements of 12 indicators was obtained using a computational tool that implements a sliding‐window approach. Results from mixed‐effects modeling revealed significant relationships between L1 complexity and L2 complexity for all but one measure, indicating that an L1 effect is robust across different levels of linguistic description.

中文翻译：

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第一语言和第二语言写作之间的关系：研究高级学习阶段中第一语言复杂性对第二语言复杂性的影响

最近的研究发现，在整个生命周期和语言的多个组成部分中，第一语言（L1）语言获得的个人差异很大。这种可变性的存在提出了它在第二语言（L2）学习中的作用的问题。现有的关于L1-L2关系的研究主要是通过受控的实验设计来针对阅读理解。通过自动分析成对生产数据的成对样本中的语言复杂性，本研究通过书面调查L1-L2关系来扩展现有研究。对于每个写作样本，使用实现滑动窗口方法的计算工具对一系列12个指标进行了测量。