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In:Understanding L2 Proficiency: Theoretical and meta-analytic investigations
Edited by Eun Hee Jeon and Yo In'nami
[Bilingual Processing and Acquisition 13] 2022
► pp. 369–385

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Chapter 12
Discussion, limitations, and future research

ORCiD logo with link | University of North Carolina at Pembroke
ORCiD logo with link | Chuo University
ORCiD logo with link | Seisen University
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Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.

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Published online: 4 August 2022
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https://doi.org/10.1075/bpa.13.12jeo
Abstract
This chapter synthesizes the results of the six meta-analyses (Chapters 3, 5, 6, 8, 10, and 11) included in this volume and interprets the findings in reference to the theories and models of L2 proficiency and assessment. We first review influential theories and models of L2 proficiency starting with Spearman’s (1904, 1927) and Oller’s (1979) unitary view of language proficiency, leading to the most recent, Hulstijn’s (2015, 2019) core-periphery model. We then discuss the findings of 4 meta-analyses which reported on the correlations between each of the four L2 skills and its external correlates. Next, we discuss the findings of 2 meta-analyses which reported on the correlations between productive L2 skills (writing and speaking) and their internal correlates. The chapter then discusses the limitations and future research directions.
Article outline
  • 1.Introduction
  • 2.Relevant theories and models of L2 proficiency
  • 3.Synthesis of findings of the 4 meta-analyses examining the relationship between L2 skills and their external correlates
    • 3.1Strengths of association between correlates and target L2 skills found across the four meta-analyses
    • 3.2On processing efficiency
    • 3.3Relationship between language-general correlates and L2 proficiency
  • 4.Synthesis of findings of the two meta-analyses examining the relationship between L2 skills and their internal correlates
  • 5.Limitations and future research
  • 6.Conclusion
  • References
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