Research was done to study linguistic coding differences in first-year students’ English ability in broad relation to their first language (i.e., Japanese) ability. The following steps were taken to get a general sense of the participants’ range of ability with language to eventually create future assessment models, e.g., a Japanese aptitude test. First, participants (N=101) completed a three-part Japanese assessment covering specific grammar points, vocabulary, and reading interventions. Next, data from these assessments were used to correlate with the participants’ scores on like-assessments in their English language classes. The assessments in English included a 50 question TOEIC-modeled test, divided into an aural section with 25 questions and a reading section with 25 questions. Finally, the participants’ semester English language course grades were used as a benchmark. This research was developed with a 2020 grant from research funds administered by the President of Josai International University.
This report of the process and outcomes aims to satisfy the final requirement of our grant reward.
Key words: English as a foreign language, Linguistic coding differences, First language transfer
