If (uprho_{g}) is positive, average proficiency would be lower for later PD onsets.
2. Positive effects of proficiency on test performance.
Yet, given the well-documented positive effects of proficiency on L2 pragmatic comprehension (Taguchi 2008, 2011; Taguchi et al. 2013; Roever 2005, 2006), particularly the ceiling effect among advanced ESL examinees as reported in Roever (2013), the CSL-3&4 group's test performance likely reflected their real pragmatic comprehension ability.
Our results provide some evidence that capital expenditures can have positive effects on student proficiency levels.
At the school level, the likelihood of being readers with high proficiency was positive for school SES and negative for school bullying (i.e., significant coefficients γ01(2) and γ02(2)).
In comparison to the larger, positive values found for the proficiency test, the correlations between the three tasks used in the Level 2 test were considerably smaller.
By contrast, the statement "I think that language practice in real contexts is more important than grammar instruction in the classroom" received very positive ratings across the three proficiency levels (total average rating: 4.41/5).
In non-English-speaking countries, Dustmann and van Soest (2002) for Germany and several studies for Israel (Chiswick and Repetto 2001; Berman et al. 2003) likewise report positive impacts of host language proficiency on immigrant earnings.
As for RQ2, the data suggest that there is a generally positive relationship between general English proficiency (at least, as measured by the QPT), the level of classroom participation observed, and L2 learners with PO or GAO learning style orientations.
As the Journal of Youth and Adolescence notes: "...Recent studies with adolescents from several different immigrant groups have found a positive relationship between ethnic language proficiency and future educational and occupational aspirations".
