Degree: MA in Psychology by Coursework and Research Report, 2016 / A comprehensive study has demonstrated that language experience provides cognitive benefits above the attainment of a second language (Bialystok, Craik, Green & Gollan, 2009) and thus it is purported that being a bi/multilingual stimulates memory and other executive functions (Jessner, 1999).The relation between language experience and verbal working memory and visual and verbal long-term memory was explored by assessing 30 healthy, young multilingual adults. The instruments that were used for this study are as follows: The Language Experience and Proficiency Questionnaire (LEAP-Q) which rated self-reported language experience/s, the Letter-Number Sequencing subtest from the WAIS-IV which assessed verbal working memory, the Visual Reproduction (VR) subtest from the WMS-IV which evaluated visual long-term memory and the Rey Auditory Verbal Learning Test (RAVLT) which measured verbal memory and learning. The results of the ANOVA statistics found that there was a correlation between language experience and verbal long-term memory (which was measured by utilising the RAVLT), but no links between language experience and verbal working memory and visual long-term memory were found. The results suggest that the language experience of young, multilingual adult South Africans is not related with verbal working memory and visual long-term memory. / MT2017

Lexical acquisition requires the ability to identify word boundaries in a continuous auditory speech stream. This complex task is even more challenging when learning a new language in adulthood. Previous studies have shown that word boundary identification can be enhanced by pairing musical tones with native language phonemes. The objective of this dissertation study was to investigate whether musical tones also have this effect in a novel pseudo-language that uses non-native speech sounds. The N400, a brain event-related potential that has been linked with familiarity responses and detection of statistical regularities during exposure to pseudowords, provides an index of brain activation associated with semantico-lexical processing. In this study, language-like stimuli incorporating a French phoneme (a high, front, rounded vowel that is not part of the English phonetic inventory) were presented to typically developing English monolingual adults. Participants were presented to one of two types of exposure conditions for 7 minutes: monotone presentation of the concatenated language-like stimuli; or the same speech stream with a musical tone associated with each syllable. The exposure protocol was based on Schön, Boyer, Moreno et. al. (2008). Exposure was followed by a lexical decision task, requiring participants to distinguish “words” (heard during the exposure in a concatenated speech stream) from “part words” (end of one word and the beginning of another, crossing word boundaries). High-density EEG was recorded during the lexical decision and analyzed offline to determine N400 event-related responses to the stimuli in each condition. Although behavioral measures did not reveal any significant differences between groups or conditions, we found a N4 significantly different response to “partword” in the tone-exposed group, compared to the monotone. This difference only occurred in a frontal region with a right-hemisphere bias, and was not found to be significant over the left hemisphere. This difference suggests that participants in the tone group were supported in differentiating “words” from “partwords”, supporting the view that the inclusion of tonal information is beneficial in the early stages of L2 lexical learning.

Kong, Ying Yuk. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 135-142). / Abstracts in English and Chinese. / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter CHAPTER TWO: --- LITERATURE REVIEW --- p.4 / Chapter 2.1 --- Introduction --- p.4 / Chapter 2.2 --- Corrective Feedback --- p.5 / Chapter 2.2.1 --- Focus on Form (FonF) --- p.5 / Chapter 2.2.2 --- Different Forms of Corrective Feedback --- p.7 / Chapter 2.2.3 --- The Role of Corrective Feedback in SLA --- p.8 / Chapter 2.2.4 --- Summary --- p.16 / Chapter 2.3 --- Interaction and Language Development --- p.16 / Chapter 2.3.1 --- Input during Interaction and SLA --- p.17 / Chapter 2.3.2 --- Output during Interaction and SLA --- p.17 / Chapter 2.4 --- Definition(s) of Recasts --- p.19 / Chapter 2.4.1 --- Long's Definition of Recasts (2007) --- p.19 / Chapter 2.4.2 --- Other Forms of Recasts in Classroom Settings --- p.20 / Chapter 2.4.3 --- Summary --- p.21 / Chapter 2.5 --- The Supporting Side FOR the Role of Recasts --- p.21 / Chapter 2.5.1 --- High Frequency of Occurrence --- p.21 / Chapter 2.5.2 --- Increase Learners' Noticing --- p.22 / Chapter 2.5.3 --- Empirical Support --- p.23 / Chapter 2.6 --- The Opposing Side AGAINST the Role of Recasts in SLA --- p.23 / Chapter 2.6.1 --- Recasts and its Ambiguity --- p.23 / Chapter 2.6.2 --- Recasts， Repair and Uptake --- p.24 / Chapter 2.6.3 --- Summary --- p.28 / Chapter 2.7 --- Recasts and its Saliency --- p.29 / Chapter 2.7.1 --- General Overview of the Forms of Recasts in Previous Studies --- p.29 / Chapter 2.7.2 --- : Doughty and Varela (1998) --- p.30 / Chapter 2.7.3 --- Leeman (2003) --- p.31 / Chapter 2.7.4 --- Lowen and Philp's Study (2006) --- p.34 / Chapter 2.7.5 --- Summary --- p.35 / Chapter 2.8 --- Noticing and SLA --- p.35 / Chapter 2.8.1 --- Attention，Noticing and Understanding --- p.36 / Chapter 2.8.2 --- Difficulty in Operationalizing 'Noticing' --- p.38 / Chapter 2.8.3 --- Summary: Saliency of Recasts，Noticing and Uptake --- p.40 / Chapter 2.9 --- The Notion of Learnability --- p.41 / Chapter 2.9.1 --- Processability Theory (PT) --- p.41 / Chapter 2.9.2 --- Relationship between Learnability and Provision of Feedback --- p.44 / Chapter 2.10 --- Pilot Study (2007) --- p.45 / Chapter 2.10.1 --- The Aim of the Pilot Study --- p.45 / Chapter 2.10.2 --- Methods --- p.45 / Chapter 2.10.3 --- General Results and Discussions --- p.47 / Chapter 2.10.4 --- Modification of the Instrumentation --- p.49 / Chapter 2.10.5 --- Summary --- p.50 / Chapter 2.11 --- Research Questions --- p.51 / Chapter CHAPTER THREE --- METHODOLOGY --- p.54 / Chapter 3.1 --- Introduction --- p.54 / Chapter 3.2 --- Participants --- p.54 / Chapter 3.3 --- Target Structure --- p.55 / Chapter 3.4 --- Materials --- p.56 / Chapter 3.4.1 --- Testing Tasks --- p.56 / Chapter 3.4.2 --- Treatment Tasks --- p.57 / Chapter 3.4.3. --- Others --- p.58 / Chapter 3.5 --- Design --- p.58 / Chapter 3.5.1 --- Salient Recasts vs. Non-Salient Recasts --- p.58 / Chapter 3.5.2 --- Participants ´ة Developmental Level --- p.59 / Chapter 3.5.3 --- Participants ' Responses to Recasts --- p.60 / Chapter 3.6 --- Procedures --- p.61 / Chapter 3.6.1 --- Pre-Test --- p.62 / Chapter 3.6.2 --- Treatments --- p.63 / Chapter 3.6.3 --- Post-Test and Delayed Post-Test --- p.63 / Chapter 3.7 --- Data Processing --- p.64 / Chapter 3.8 --- Data Analysis --- p.65 / Chapter CHAPTER FOUR --- GENERAL STATISTICAL RESULTS FROM SPSS --- p.66 / Chapter 4.1 --- Introduction --- p.66 / Chapter 4.2 --- General Results --- p.67 / Chapter 4.2.1 --- General Mean Scores of the Testing Tasks --- p.67 / Chapter 4.2.2 --- Participants ' Responses to Recasts --- p.70 / Chapter 4.3 --- Answer to Research Question 1 --- p.77 / Chapter 4.4 --- Answer to Research Question 2 --- p.84 / Chapter 4.5 --- Answer to Research Question 3 --- p.89 / Chapter 4.6 --- Answer to Research Question 4 --- p.97 / Chapter 4.7 --- Conclusion --- p.100 / Chapter CHAPTER FIVE --- DISCUSSION --- p.103 / Chapter 5.1 --- Introduction --- p.103 / Chapter 5.2 --- Discussion about Each Research Question --- p.103 / Chapter 5.2.1 --- Discussion about Research Question 1 --- p.104 / Chapter 5.2.2 --- Discussion about Research Question 2 --- p.108 / Chapter 5.2.3 --- Discussion about Research Question 3 --- p.111 / Chapter 5.2.4 --- Discussion about Research Question 4 --- p.116 / Chapter 5.3 --- "Input Saliency, Uptake, Noticing and Long-term Memory" --- p.119 / Chapter 5.3.1 --- Input Saliency vs. Noticing --- p.120 / Chapter 5.3.2 --- Input Saliency vs. Uptake vs. Noticing --- p.123 / Chapter 5.3.3 --- Input Saliency vs. Input´ةs Long-term Memory --- p.124 / Chapter 5.4 --- Conclusion --- p.126 / Chapter CHAPTER SIX --- "PEDAGOGICAL IMPLICATIONS, LIMITATION AND SUGGESTIONS FOR FUTURE RESEARCH" --- p.127 / Chapter 6.1 --- Introduction --- p.127 / Chapter 6.2 --- Pedagogical Implications --- p.127 / Chapter 6.3 --- Limitations of the Current Study --- p.131 / Chapter 6.4 --- Suggestions for Future Research --- p.133 / REFERENCES --- p.135 / APPENDIX I TESTINF TASK / APPENDIX II TREATMENT TASK / APPENDEX III-VIII SPSS Outputs

This study investigated the underlying factor structure of second language (L2) cloze test performance as explained by a theoretical model including the following hypothetical constructs: cloze-taking ability, knowledge of language, knowledge of text content, and knowledge of contextual constraints. Eight cloze tests reflecting the posited factors were constructed and administered to 182 Francophone, university-level students. The factors were examined separately and in combination through a causal model building process. A model composed of three orthogonal factors was confirmed and accepted as the best explanation of the data. The results indicate that cloze performance is dependent upon knowledge of a specific language (second language or first language) and nonlinguistic-specific knowledge related to close-taking ability that crosses over linguistic boundaries. Cloze has been considered as an overall L2 proficiency measure. This study empirically demonstrates that factors other than language are significantly contributing to cloze performance. It also demonstrates the potential of a causal modeling approach.

In L2 performance assessment, raters can significantly affect test validity due to rater variability, a source of construct-irrelevant variance in scores caused by differences in raters’ characteristics rather than test takers’ ability. To improve scoring validity, we must investigate what rater characteristics are likely to contribute to rater variability. The current study thus investigated the combined effects of three major rater characteristics, i.e., rater expertise, working memory capacity (WMC), and cognitive functionality, on raters’ scoring performance in L2 speaking assessment. Exploring these questions may increase our understanding of what rater-associated factors contribute to rater variability, thereby shedding light on rater selection, training, and scoring practices. To this end, 90 raters from the US and the UK participated in two parts of the study. In Part I, the 90 raters completed a rater background survey designed to measure their L2 performance assessment-related experience, scored 27 responses from the Aptis speaking test, and completed one verbal working memory task. Hierarchical regression analyses were conducted to explore: 1) the relative contributions of rater expertise and WMC to scoring performance, and 2) any possible interaction between the two characteristics in their joint influences on scoring performance. Results from the analysis indicate that rater expertise had a significant effect on raters’ scoring accuracy. However, WMC was not found to significantly influence raters’ scoring performance. In addition, no significant interaction was found between rater expertise and WMC, which suggests independent influences of these two characteristics on scoring performance. In Part II, six out of the 90 raters were randomly selected to participate in a cognitive lab session, where they scored three Aptis spoken responses and verbally reported their thinking process during scoring. The raters’ reports were coded and analyzed based on a hypothesized taxonomy of rater strategies invoked in the L2 scoring process. Fourteen major strategies were identified from the raters’ verbal reports. Differences were also found in the expert and novice raters’ quantity and quality of strategy use. These findings have revealed the mental mechanisms underlying raters’ scoring performance and associated differences in the raters’ strategy use to different levels of rater expertise.

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Based on these results, task-readiness is suggested as a theoretical extension to the concept of planning to catch both task-external readiness (different types of planning: rehearsal, strategic planning, and on-line planning) and task-internal readiness (content familiarity, schematic familiarity, and task type familiarity). A general framework of task-readiness is proposed as the basis of theorization of task planning and task familiarity. / Research into task-based language teaching (TBLT) has yielded fruitful results with regards to pre-task and during-task preparation activities, with some consensus being reached in a number of areas. Pre-task planning and task repetition usually give rise to fluency and complexity, whereas on-line planning is likely to help with complexity and accuracy. In general, pre-task planning, task repetition, and on-line planning are all task-external manipulations in which extra preparation time is provided so that learners can focus their attention on improving some performance areas. The present study is an attempt to extend the notion of planning from a task-external to a task-internal perspective. / Results showed that both topic familiarity and strategic planning help learners with more fluent language, but the effect sizes indicate that strategic planning was more powerful in this regard. Topic familiarity pushed learners for slightly more accurate performance with very significant gains in lexical diversity and lexical sophistication. In contrast, planning was associated with significantly higher complexity and lexical density. Proficiency seemed to be concerned with forms rather than meaning expression as higher proficiency participants always scored higher in accuracy and sometimes in complexity, but not so much in fluency or lexis. / The design of the study is empirical and quantitative in nature. The effects of strategic planning (task-external) and topic familiarity (task-internal) on participants with different proficiency levels are explored and compared. Eighty L2 English participants (forty medicine majors and forty computer majors from a major university in Hong Kong) performed different experimental tasks, in which topic familiarity types, planning conditions and proficiency levels constitute a 2 x 2 x 2 design. Topic familiarity was realized by giving each participant a natural virus topic and a computer virus topic. The topic that matched the participant's academic training was regarded as "familiar", and visa versa. There were two types of planning conditions, namely a non-planning (control) group and a ten-minute strategic planning group. Within each planning condition, the participants were further dichotomized into two different proficiency groups by a proficiency test that was administered prior to the tasks. / Bei, Xiaoyue = 探索任務內與任務外預備 : 主題熟悉程度和策略性構想對不同英語水準學習者話題性任務表現的效應研究 / 貝曉越. / Adviser: Peter Skehan. / Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 189-206). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Bei, Xiaoyue = Tan suo ren wu nei yu ren wu wai yu bei : zhu ti shu xi cheng du he ce lüe xing gou xiang dui bu tong Ying yu shui zhun xue xi zhe hua ti xing ren wu biao xian de xiao ying yan jiu / Bei Xiaoyue.

No description available.

Man, Ming Yu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 163-173). / Abstracts in English and Chinese; appendix also in Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINESE) --- p.iv / ACKNOWLEDGEMENTS --- p.vi / TABLE OF CONTENTS --- p.viii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background to This Study --- p.1 / Chapter 1.2 --- Purpose of This Study --- p.2 / Chapter 1.3 --- Significance of This Study --- p.3 / Chapter 1.4 --- Organization --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- Pre-Firth and Wagner (1997) --- p.7 / Chapter 2.2.1 --- The Social Psychological Perspective --- p.7 / Chapter 2.2.2 --- The Cognitive-situated Perspective --- p.8 / Chapter 2.3 --- Post-Firth and Wagner (1997) --- p.9 / Chapter 2.3.1 --- Post-structuralist Perspective --- p.9 / Chapter 2.3.2 --- The Process-oriented Perspective --- p.12 / Chapter 2.4 --- SLA Motivation Research in FL Context --- p.14 / Chapter 2.5 --- Language Learning Context in Hong Kong --- p.18 / Chapter 2.5.1 --- English Learning Context in Hong Kong --- p.18 / Chapter 2.5.2 --- Japanese Learning Context in Hong Kong --- p.20 / Chapter 2.6 --- Empirical Studies on Language Learning in Hong Kong --- p.22 / Chapter 2.6.1 --- Empirical Studies on English Learning in Hong Kong --- p.22 / Chapter 2.6.2 --- Empirical Studies on Japanese Learning in Hong Kong --- p.25 / Chapter 2.7 --- Summary --- p.28 / Chapter CHAPTER 3 --- METHODOLOGY --- p.30 / Chapter 3.1 --- Introduction --- p.30 / Chapter 3.2 --- Research Design --- p.30 / Chapter 3.3 --- Participants --- p.31 / Chapter 3.3.1 --- Selection Criteria for the Questionnaire Survey Participants --- p.31 / Chapter 3.3.2 --- Selection Criteria for the Semi-Structured Interview Participant --- p.32 / Chapter 3.3.3 --- Demographic and Language Background --- p.33 / Chapter 3.4 --- Instrumentation --- p.40 / Chapter 3.4.1 --- Questionnaire Survey --- p.41 / Chapter 3.4.2 --- Semi-structured Interviews --- p.43 / Chapter 3.5 --- Procedures --- p.44 / Chapter 3.6 --- Data Processing and Analysis --- p.46 / Chapter 3.7 --- Validity and Reliability --- p.47 / Chapter 3.8 --- Ethics --- p.48 / Chapter 3.9 --- Limitation --- p.49 / Chapter 3.10 --- Summary --- p.50 / Chapter CHAPTER 4 --- FINDINGS´ؤSURVEYS --- p.52 / Chapter 4.1 --- The Demographic Profiles of the Participants --- p.52 / Chapter 4.2 --- Linguistic Profiles of the Participants --- p.54 / Chapter 4.3 --- The Participants´ة Travel Experiences --- p.58 / Chapter 4.4 --- Scale Reliability --- p.60 / Chapter 4.5 --- The Mean Scores for the Scales --- p.62 / Chapter 4.6 --- Correlations between the Scales --- p.64 / Chapter 4.7 --- Adjectives Used to Describe English and Japanese Languages --- p.74 / Chapter CHAPTRE 5 --- FINDINGS´ؤINTERVIEWS --- p.76 / Chapter 5.1 --- The English Language --- p.76 / Chapter 5.1.1 --- Linguistic Onset --- p.76 / Chapter 5.1.2 --- Integrativeness --- p.77 / Chapter 5.1.3 --- Attitudes towards the L2 Speakers / Community --- p.78 / Chapter 5.1.4 --- Instrumentality --- p.85 / Chapter 5.1.5 --- Attitudes towards the L2 --- p.86 / Chapter 5.1.6 --- Milieu --- p.86 / Chapter 5.1.7 --- The Classroom Learning Experience --- p.88 / Chapter 5.1.7.1 --- ELTU Courses --- p.88 / Chapter 5.1.7.2 --- Secondary School Learning Experience --- p.90 / Chapter 5.1.8 --- Cultural Interest --- p.99 / Chapter 5.1.8.1 --- Songs --- p.99 / Chapter 5.1.8.2 --- TV Programs --- p.100 / Chapter 5.1.8.3 --- Films --- p.100 / Chapter 5.1.8.4 --- Books --- p.101 / Chapter 5.1.8.5 --- Cartoons --- p.102 / Chapter 5.1.8.6 --- Other Aspects --- p.102 / Chapter 5.2 --- The Japanese Language --- p.103 / Chapter 5.2.1 --- Linguistic Onset --- p.104 / Chapter 5.2.2 --- Integrativeness --- p.105 / Chapter 5.2.3 --- Attitudes towards the L2 Speakers / Community --- p.107 / Chapter 5.2.4 --- Milieu --- p.110 / Chapter 5.2.5 --- Classroom Learning Experience --- p.112 / Chapter 5.2.6 --- Cultural Interest --- p.118 / Chapter 5.2.6.1 --- Songs --- p.118 / Chapter 5.2.6.2 --- Animation / TV drama / Comics / Films --- p.119 / Chapter 5.2.6.3 --- Electronic Games --- p.122 / Chapter 5.2.6.4 --- Web Sites --- p.122 / Chapter 5.3 --- Global Orientation --- p.123 / Chapter 5.3.1 --- "Willingnes to Travel, Work, or Study in Another Country" --- p.123 / Chapter 5.3.2 --- Exchange Programs --- p.127 / Chapter 5.3.3 --- Current Affaires --- p.128 / Chapter 5.4 --- Summary --- p.129 / Chapter CHAPTER 6 --- DISCUSSION --- p.135 / Chapter 6.1 --- Pre-actional Stage --- p.135 / Chapter 6.1.1 --- Ideal L2 Self and Integrativeness --- p.135 / Chapter 6.1.2 --- Ought-to L2 Self and Instrumentality --- p.139 / Chapter 6.2 --- Actional Stage --- p.143 / Chapter 6.3 --- Post-actional Stage --- p.148 / Chapter 6.3.1 --- Motivation Maintenance --- p.148 / Chapter 6.3.2 --- Demotivation --- p.150 / Chapter 6.4 --- Motivational Change --- p.152 / Chapter CHAPTER 7 --- CONCLUSION --- p.155 / Chapter 7.1 --- Research Questions --- p.155 / Chapter 7.1.1 --- Research Question One --- p.155 / Chapter 7.1.2 --- Research Question Two --- p.157 / Chapter 7.1.3 --- Research Question Three --- p.158 / Chapter 7.2 --- Implications --- p.159 / Chapter 7.2.1 --- For English Teachers --- p.159 / Chapter 7.2.2 --- For Japanese Teachers --- p.160 / Chapter 7.2.3 --- Limitations of the Present Study and Implications for Future Studies --- p.161 / References --- p.163 / APPENDIX A: ENGLISH L2 LEARNING MOTIVATION QUETSIONNAIRE --- p.174 / APPENDIX B: JAPANESE L2 LEARNING MOTIVATION QUETSIONNAIRE --- p.181 / APPENDIX C: GUIDED QUESTIONS FOR INTERVIEW ONE --- p.188 / APPENDIX D: APPLICATION LETTER TO THE JAPANESE SUMMER COURSE TEACHERS --- p.193 / APPENDIX E: PARTICIPANT RECRUITMENT FORM --- p.194 / APPENDIX F: QUESTIONNIARE CONSENT FORM FOR THE PARTICIPANTS --- p.195 / APPENDIX G: INTERVIEW CONSENT FORM FOR THE PARTICIPANTS --- p.196 / APPENDIX H: TRANSCRIPTIONS FOR FIRST-ROUND INTERVIEWS --- p.197 / Amanda´ةs Interview Transcription --- p.197 / Candy´ةs Interview Transcription --- p.220 / Elaine´ةs Interview Transcription --- p.242 / Katy´ةs Interview Transcription --- p.256 / Matt´ةs Interview Transcription --- p.277 / Ricky´ةs Interview Transcription --- p.292 / Sean´ةs Interview Transcription --- p.309 / Tim´ةs Interview Transcription --- p.330 / APPENDIX I: TRANSCRIPTIONS FOR SECOND-ROUND INTERVIEWS --- p.347 / Amanda´ةs Interview Transcription --- p.347 / Candy´ةs Interview Transcription --- p.357 / Elaine´ةs Interview Transcription --- p.365 / Katy´ةs Interview Transcription --- p.374 / Matt´ةs Interview Transcription --- p.384 / Ricky´ةs Interview Transcription --- p.393 / Sean´ةs Interview Transcription --- p.403 / Tim´ةs Interview Transcription --- p.413

The purpose of this study was to investigate the effect of first language literacy and educational backgrounds on literacy and academic performance in a second language and, to learn more about students' perceptions of their linguistic, academic and social development in schooling in which the language of instruction is English. Fifty-five students were selected from seven high schools in the Vancouver School District, Vancouver, British Columbia. Information about students' first language (L1) literacy and educational experiences, including previous instruction in English was obtained on arrival. Proficiency in second language (L2) reading and first and second language writing was observed on arrival and in the spring of 1996, after a minimum of four years of English-only schooling, using standardized and holistic measures. Grade Point Averages (GPA) were calculated for students' achievement in four academic subjects. Analysis by ANOVA showed a significant difference in the length of time spent in ESL due to years of previous English study (F (7,43) = 4.26, p = .0012). Pearson product-moment correlation coefficients were calculated to observe relationships between L1 literacy and time spent in ESL, L1 education and time spent in ESL, and L2 reading and writing and achievement in English, social studies, science and math. Significant relationships were found between proficiency in L2 reading and writing and academic achievement, as measured by GPA. Significant findings were also obtained for L1 literacy and time spent in ESL (-.33, p < .05). Orthographic similarity was not a predictor of L2 reading, as measured on a standardized test of reading comprehension (t = .105, p = .747). Results of the study showed that L1 literacy development, L1 schooling, and previous English study enhanced acquisition of English, as measured by time spent in ESL. The researcher concluded that L1 literacy and education are important factors affecting the rate and level of L2 proficiency attained and academic achievement. Implications from findings suggest that in schooling where the language of instruction is English, students who have not acquired literacy skills in L1 have different needs and face a greater challenge than students who are literate in L1 .