ABSTRACT
In Part One it was suggested that the development of cognitive academic, literacy-related aspects of second language proficiency were primarily dependent on attributes of the learner, whereas the development of other aspects of language proficiency were relatively more dependent on the opportunities for input and use that the learners had in their second language. The proposal that the development of some aspects of language proficiency was relatively more dependent on learner attributes while other aspects were relatively more dependent on L2 input placed the interdependence hypothesis into a broader framework. That is, the hypothesis now proposes that those aspects of language which are interdependent across languages are those aspects which are relatively more dependent on attributes of the learner than on second language input and use for their development.
