This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Sang, F. Articles by Roeder, P.M. Search for Related Content Social Bookmarking                         What's this?

Models of second language competence: a structural equation approach

Max Planck Institute for Human Development and Education, Berlin

B. Schmitz

Max Planck Institute for Human Development and Education, Berlin

H.J. Vollmer

Max Planck Institute for Human Development and Education, Berlin

J. Baumert

Max Planck Institute for Human Development and Education, Berlin

P.M. Roeder

Max Planck Institute for Human Development and Education, Berlin

Starting with a critical discussion of the consensus reached concerning the structure of second language competence, the unitary competence hypothesis as advocated especially by Oller (1976) is then confronted with new evidence supporting a multidimensional model of foreign language ability. In order to question the plausibility of the general (unitary) factor hypothesis, its central claim, that of universal validity, is put to the test. This claim implies at least two assumptions: a) the invariance of the general factor, regardless of differences in the populations studied, and b) the invariance of this factor irrespective of the conditions under which language acquisition takes place. By showing divergent structures in subgroups of high and low first language ability, the first assumption would be falsified. By demonstrating specific influences of two teaching styles on different language components, the second assumption could be disproved.

The analyses are based on data from a sample of 14 000 seventh grade students and their teachers from 427 secondary schools ('Gymnasien') being highly representative for West Germany and West Berlin. The hypotheses were tested using confirmatory factor analysis (LISREL). The results obtained show the appropriateness of the three factor model proposed (ELEMENTARY, COMPLEX, COMMUNICATIVE), which is theoretically meaningful and best fits the data. Moreover, the expected effects of first language ability grouping and of teaching strategies on the structure of second language competence clearly emerge. In spite of the limitations of the data set analysed, these results can all be interpreted as strong and further evidence against a single factor model (and its educational implications) and in favour of a multiple factor model as outlined above. Finally, didactical consequences of these findings are discussed.

Language Testing, Vol. 3, No. 1, 54-79 (1986)
DOI: 10.1177/026553228600300103


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				M.-Y. Song Do divisible subskills exist in second language (L2) comprehension? A structural equation modeling approach Language Testing, October 1, 2008; 25(4): 435 - 464. [Abstract] [PDF]

				J.-G. Blais and M. D. Laurier The dimensionality of a placement test from several analytical perspectives Language Testing, March 1, 1995; 12(1): 72 - 98. [Abstract] [PDF]

				A. John Kunnan Modelling relationships among some test-taker characteristics and performance on EFL tests: an approach to construct validation Language Testing, November 1, 1994; 11(3): 225 - 250. [Abstract] [PDF]

				I.-C. Choi and L. F. Bachman An investigation into the adequacy of three IRT models for data from two EFL reading tests Language Testing, June 1, 1992; 9(1): 51 - 78. [PDF]

				C. E. Turner The underlying factor structure of L2 close test performance in Francophone, university-level students: causal modelling as an approach to construct validation Language Testing, December 1, 1989; 6(2): 172 - 197. [Abstract] [PDF]

				L. F. Bachman, A. Kunnan Swathi Vanniaraian, and B. Lynch Task and ability analysis as a basis for examining content and construct comparability in two EFL proficiency test batteries Language Testing, December 1, 1988; 5(2): 128 - 159. [Abstract] [PDF]