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In:Advancedness in Second Language Spanish: Definitions, challenges, and possibilities
Edited by Mandy R. Menke and Paul A. Malovrh
[Issues in Hispanic and Lusophone Linguistics 31] 2021
► pp. 367–396

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Chapter 16
Individual characteristics in advanced Spanish proficiency

Cluster and case-matching analyses on 127 advanced learners

ORCiD logo with link | Michigan State University
ORCiD logo with link | Michigan State University
ORCiD logo with link | Michigan State University
Published online: 8 February 2021
DOI logo with link
https://doi.org/10.1075/ihll.31.16win
Abstract
In this article we investigated the learner characteristics of 127 Spanish language learners who achieved “advanced” in at least one tested skill (speaking, reading, or listening). We compared their profiles with case-control-matched non-advanced peers. All students took a background survey on their abroad experience, heritage status, use of Spanish-language resources outside of class, and learning interest. We performed a cluster analysis to map the learners’ profiles and found four clusters, one that achieved advanced in at least one skill, and three clusters that did not. An important factor that predicted overall cluster membership was outside-of-class use of Spanish-language resources, with the advanced Spanish learners using authentic Spanish-language resources significantly more. We discuss ways that programs can foster diverse advancedness profiles.
Article outline
  • Background
    • Defining advanced proficiency as compared to intermediate proficiency
    • Why studying advanced proficiency attainment is important
  • The context of the current study
    • Variables: Learning interest/motivation, abroad experience, heritage status, and L2 resources
  • Method
    • Participants
    • Materials
    • Procedure
    • Analyses
  • Results
    • Results for advanced students (N = 127)
    • Cluster analysis
    • Results for non-advanced students (N = 127)
    • Cluster analysis
  • Discussion
  • Conclusion
  • Notes
  • References
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