First book to address such a wide array of topics within the field of L2 learning

This book traces and summarizes the author’s theoretical insights and empirical findings in the field of foreign language education. The volume explores themes such as individual differences in L1 ability and their connection to L2 aptitude and L2 achievement, L2 anxiety as an affective or cognitive variable, and the relationship between L1 and L2 reading. The book includes the author’s previously published works, presented together with newly written commentaries on those topics, as well as commentaries on new empirical work. It will be of interest to students and researchers in SLA, educational practitioners and language policymakers.

"Simultaneously intuitive and revolutionary, this book throws into question some of our most basic assumptions about the factors that influence L2 development. Might we be overlooking one of the greatest and most obvious variables, namely, L1 knowledge? Sparks brings together a tower of evidence on this question, drawn from water-tight theory and the most rigorous of empiricism." - Luke Plonsky, Northern Arizona University, USA

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This book is a true treat. Despite representing only a 10% fraction of Richard Sparks’ scholarly work, the carefully selected compilation of studies covers most of what the average SLA researcher should know about the relation between first and second language abilities. A must-read for any student of language aptitude and individual differences in second language acquisition.

"An exhaustive and well-informed review of research into the history and development of the LCDH theory and the relationship between individual differences in L1 development and ability and L2 aptitude. This book will make a significant and timely contribution to the field of individual differences." - Adriana Biedroń, Pomeranian University in Słupsk, Poland

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[This book] showcases Sparks’ insightful thoughts on theoretical and empirical aspects in different research areas including applied linguistics, psychology and education making it useful for students and researchers in SLA, as well as educational practitioners.

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Exploring L1-L2 Relationships is an excellent review of Sparks’ theoretical insights and research findings in foreign language education. While the book questions some of the most basic beliefs about L2 learning, it also provides solid evidence relating to the relationship between individual differences and language aptitude. The book should be of high interest to students, faculty, researchers and policymakers in second language acquisition.