Frontmatter -- Contents -- Acknowledgements -- Foreword -- Introduction and Overview -- Part 1: Theoretical Insights into L1-L2 Relationships: IDs in L1 Attainment and the Linguistic Coding Differences Hypothesis (LCDH) -- Introduction -- 1 Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning -- 2 The Impact of Native Language Learning Problems on Foreign Language Learning: Case Study Illustrations of the Linguistic Coding Deficit Hypothesis -- 3 Examining the Linguistic Coding Differences Hypothesis to Explain Individual Differences in Foreign Language Learning -- Part 2: Empirical Support for L1-L2 Relationships and Cross-linguistic Transfer -- Introduction -- 4 Long-term Cross-linguistic Transfer of Skills from L1 to L2 -- 5 Individual Differences in L2 Achievement Mirror Individual Differences in L1 Skills and L2 Aptitude: Cross-linguistic Transfer of L1 Skills to L2 -- 6 Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency? -- Part 3: Relationships Among IDs in L1 Attainment, L2 Aptitude and L2 Proficiency -- Introduction -- 7 Profiles of More and Less Successful L2 Learners: A Cluster Analysis Study -- 8 Long-term Relationships among Early First Language Skills, Second Language Aptitude, Second Language Affect and Later Second Language Proficiency -- 9 Subcomponents of Second Language Aptitude and Second Language Proficiency -- Part 4: L2 Anxiety: Affective Variable or Cognitive Variable? -- Introduction -- 10 Foreign Language Learning Differences: Affective or Native Language Aptitude Differences? -- 11 Is the Foreign Language Classroom Anxiety Scale (FLCAS) Measuring Anxiety or Language Skills? -- 12 Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale -- Part 5: Relationships between L1 and L2 Reading Ability -- Introduction -- 13 Language Deficits in Poor L2 Comprehenders: The Simple View -- 14 L2 Reading Comprehension is Hard Because L2 Listening Comprehension is Hard, Too -- 15 Identification and Characteristics of Strong, Average and Weak Foreign Language Readers: The Simple View of Reading Model -- Part 6: Individual Differences in L1 Achievement, L2 Aptitude and L2 Achievement -- 16 Explaining Individual Differences in L1 Ability and their Relationship to IDs in L2 Aptitude and L2 Achievement -- Part 7: Epilogue and Future Directions -- 17 Conclusion: Toward a Model of Language Aptitude -- Appendices -- References -- Index