Paper short abstract:

In this presentation, I used the I-JAS data to conduct a quantitative analysis of language abilities of plurilingual speakers. It was found that in the early stages of learning,the plurilingual speakers and monolingual speakers differed,but in the advanced stages of learning,no difference was found.

Paper long abstract:

According to the CEFR proposed by the Council of Europe, plurilingualism is an important aspect of foreign language learning. However, there has been no empirical research on the impact of this plurilingualism on the acquisition of individual languages. Therefore, this study statistically analyzes the differences in language ability between plural and monolingual speakers based on the "I-JAS corpus".

　In this study, we analyzed plurilingual [423] and monolingual [527] speakers from the face sheets of 950 JFL learners in I-JAS. Multiple language test scores were analyzed in clusters. They were then divided into four ability groups (low group [148], middle upper group [322], middle lower group [303], and high group [177]). Next, we analyzed the plural and monolingual speakers in the four populations using the method of inferential statistics. The distribution of scores for the 1) vocabulary test, 2) grammar test, 3) reading comprehension test, and 4) listening comprehension test was examined as a survey of language knowledge. We investigated 5) SPOT90 score, 6) output in I-JAS language task, and 7) readability of essay.

　In the four ability groups, the following points were found.

1) Low group: There was no difference in ability in terms of language knowledge, and a significant trend was observed in the amount of I-JAS in terms of language output.

2) Middle upper group: In language knowledge, significant differences were found in the vocabulary and grammar tests. A significant difference was found between SPOT90 and I-JAS language output in terms of language performance.

3) Middle lower group: In language knowledge, a significant difference was found in the listening test. A significant difference was found between I-JAS language output and readability in terms of language performance.

4) high group: No significant differences were found in either language knowledge or language performance.

There are three conclusions: 1) there are differences in the amount of spoken language produced in the early stages of language acquisition; 2) there are differences in vocabulary, grammar, listening, language output and readability in the middle stages of acquisition; 3) there are no differences in the advanced stages of acquisition.