Skip to main content Accessibility help
×
Hostname: page-component-76fb5796d-5g6vh Total loading time: 0 Render date: 2024-04-29T11:24:42.168Z Has data issue: false hasContentIssue false

Part I - Revisiting and Refining Aptitude Tests

Published online by Cambridge University Press:  27 May 2023

Zhisheng (Edward) Wen
Affiliation:
Hong Kong Shue Yan University
Peter Skehan
Affiliation:
Institute of Education, University of London
Richard L. Sparks
Affiliation:
Mount St Joseph University
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Carroll, J. B. (1941). A factor analysis of verbal abilities. Psychometrica, 6(5), 279307.Google Scholar
Carroll, J. B. (1962). The prediction of success in foreign language training. In Glaser, R. (ed.), Training Research and Education. Pittsburgh PA: University of Pittsburgh Press, pp 83136.Google Scholar
Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723733.CrossRefGoogle Scholar
Carroll, J. B. (1981). Twenty-five years of research on foreign language aptitude. In Diller, K. (ed.), Individual Differences and Universals in Language Learning Aptitude. Rowley MA: Newbury House, pp. 83118.Google Scholar
Carroll, J. B. (1990). Cognitive abilities in foreign language aptitude: Then and now. In Parry, T. S. & Stansfield, C. W. (eds.), Language Aptitude Reconsidered. Washington, DC: Center for Applied Linguistics, pp. 1129.Google Scholar
Carroll, J. B., & Sapon, S. M. (1967). Modern Language Aptitude Test-Elementary. New York: Psychological Corporation. Republished in 2004 at Rockville, MD: Language Learning and Testing Foundation.Google Scholar
Correll, W., & Ingenkamp, K. (eds.). (1967). Fremdsprachen-Eignungstest fϋr die Unterstufe, Test FTU. 4–6 (FL Aptitude Test for Primary School Grades 4–6). Weinheim-Berlin: Julius Beltz Verlag.Google Scholar
Darabad, A. M. (2013). Does language aptitude make a difference? International Journal of Applied Linguistics, 5(4), 120.Google Scholar
Eckes, T., & Grothjahn, R. (2006). A closer look at the construct validity of C-tests. Language Testing, 23(3), 290325.Google Scholar
Franklin Special School District (FSSD). (2016, June 1). Honors Program Summer Testing. Retrieved from: https://www.fssd.org/Google Scholar
Hanan, R. E. (2015). The effectiveness of explicit grammar instruction for the young foreign language learner: A classroom-based experimental study. Unpublished PhD thesis, York, UK: University of York.Google Scholar
Harper, F. B. W., & Kieser, W. E. (1977). The validity of the Elementary Modern Language Aptitude Test for French language achievement in grades seven and eight. Canadian Modern Language Review, 34(1), 23–6.Google Scholar
Hauptman, P. C. (1971). A structural approach vs. a situational approach to foreign-language teaching. Language Learning, 21(2), 235244.Google Scholar
Kiss, C., & Nikolov, M. (2005). Developing, piloting, and validating an instrument to measure young learners’ aptitude. Language Learning, 55(1), 99150.Google Scholar
Klein-Braley, C. (1997). The C-Test in the context of reduced redundancy testing; an appraisal. Language Testing, 14(1), 4784.Google Scholar
Lavrič, T. (2015). The relationship between language aptitude and learning motivation of the year 5 students of the primary school in English. Unpublished MSc thesis, Ljubljana, Slovenia: Faculty of Pedagogy, University of Ljubljana.Google Scholar
Lenneberg, E. H. (1967). Biological Foundations of Language. New York: John Wiley & Sons.Google Scholar
Oller, J. W. (1973). Cloze tests and what they measure. Language Learning, 23(1), 105118.Google Scholar
Otto, I. (1996). Language aptitude testing: Unveiling the mystery. Novelty, 3(3), 620.Google Scholar
Petan, A. (2015). Identifying language aptitude for English in year 5 students of primary school. Unpublished MSc thesis, Ljubljana, Slovenia: Faculty of Pedagogy, University of Ljubljana.Google Scholar
Reed, D. J., & Stansfield, C. W. (2004). Using the modern language aptitude test to identify a foreign language learning disability: Is it ethical? Language Assessment Quarterly, 1(2&3), 161176.Google Scholar
Roehr-Brackin, K., & Tellier, A. (2019). The role of language-analytic ability in children’s instructed second language learning, Studies in Second Language Acquisition, 41(5), 11111131. http://repository.essex.ac.uk/24076/1/RIS_Roehr-Brackin_Tellier_2019_SSLA.pdfGoogle Scholar
Rosa, D., & Muñoz, C. (2013). Do attitudes and aptitude go together? A study with 5th grade primary students. In Proceedings of the 30th AESLA Conference. Lleida, Cataluña, Spain: Universitat de Lleida, pp. 102108.Google Scholar
Roversi, A. (2014). The language aptitude of year 5 primary school students in Slovenia and in the Slovenian minority in Italy. Unpublished MSc thesis, Ljubljana, Slovenia: Faculty of Pedagogy, University of Ljubljana.Google Scholar
Sapon, S. M. (1955). A work sample test for foreign language prognosis. Journal of Psychology, 39, 97104.CrossRefGoogle Scholar
Scheibner-Herzig, G., Gorsse-Oetringhaus, R., & Pieper-Ortmann, A. (1977). Prediction of nine-year-old children’s language learning aptitude. International Review of Applied Linguistics, 15(1–4), 197208.CrossRefGoogle Scholar
Sparks, R. (2006). Is there a “disability” for learning a foreign language? Journal of Learning Disabilities, 39(6), 544557.CrossRefGoogle Scholar
Sparks, R. (2009). If you don’t know where you’re going, you’ll wind up somewhere else: The case of “foreign language learning disability.” Foreign Language Annals, 42(1), 726.Google Scholar
Sparks, R. L. (2016). Myths about foreign language learning and learning disabilities. Foreign Language Annals, 49(2), 252270.Google Scholar
Stansfield, C. W., & Reed, D. J. 2004. The story behind the Modern Language Aptitude Test: An interview with John B. Carroll (1916–2003). Language Assessment Quarterly: An International Journal, 1(1), 43-56.Google Scholar
Stansfield, C. W., & Reed, D. J. (2019). The MLAT at 60 years. In Wen, Z., Skehan, P., Biedron, A., Li, S., & Sparks, R., (eds.), Language Aptitude: Advancing Theory, Testing, Research and Practice. New York, NY: Routledge, pp 1532.Google Scholar
Stansfield, C. W., Reed, D. J., & Velasco, A. M. (2005 ). Prueba de aptitud para lenguas extranjeras: Versión de primaria. Rockville, MD: Language Learning and Testing Foundation.Google Scholar
Suarez, M. M. (2010). Language aptitude in young learners: The Elementary Modern Language Aptitude Test in Spanish and Catalan. (Unpublished PhD dissertation.) Barcelona: University of Barcelona.Google Scholar
Suarez, M. M., & Muñoz, C. (2011). Aptitude, age, and cognitive development. In Roberts, L., Pallotti, G., & Bettoni, C. (eds.), EUROSLA Yearbook 11. Amsterdam: John Benjamins Publishing, pp. 529.Google Scholar
Tellier, A. (2013). Metalinguistic awareness and foreign language learning in primary schools: A classroom study with children aged 8 to 9 years. Unpublished PhD dissertation, University of Essex.Google Scholar
Tellier, A., & Roehr-Bracken, K. (2013). The development of language learning aptitude and metalinguistic awareness in primary school children: A classroom study. Essex Research Reports in Linguistics, 62(1), 128.Google Scholar
Udry, I., & Berthele, R. (2021). The smart, the motivated and the selfconfident: The role of language aptitude, cognition, and affective variables in early instructed foreign language learning. In Berthele, Raphael & Udry, Isabelle (eds.), Individual differences in early instructed language learning: The role of language aptitude, cognition, and motivation, 71–90. Berlin: Language Science Press. DOI: 10.5281/zenodo.5464749.Google Scholar

References

Abrahamsson, N., & Hyltenstam, K. (2008). The robustness of aptitude effects in near-native second language acquisition. Studies in Second Language Acquisition, 30(04), 481509.Google Scholar
Ameringer, V. (2018). Cognitive abilities: Different memory functions and language aptitude. In Reiterer, S. (ed.), Exploring Language Aptitude: Views from Psychology, the Language Sciences, and Cognitive Neuroscience. Springer, pp. 1942.Google Scholar
Artieda, G., & Muñoz, C. (2016). The LLAMA tests and the underlying structure of language aptitude at two levels of foreign language proficiency. Learning and Individual Differences, 50, 4248. https://doi.org/10.1016/j.lindif.2016.06.023Google Scholar
Bokander, L. (2020) Language aptitude and crosslinguistic influence in initial L2 learning. Journal of the European Second Language Association, 4(1), 3544. http://doi.org/10.22599/jesla.69Google Scholar
Bokander, L., & Bylund, E. (2020). Probing the internal validity of the LLAMA language aptitude tests. Language Learning, 70(1), 1147 https://doi.org/10.1111/lang.12368Google Scholar
Bylund, E., Abrahamsson, N., & Hyltenstam, K. (2010). The role of language aptitude in first language attrition: The case of pre-pubescent attriters. Applied Linguistics, 31(3), 443464. https://doi.org/10.1093/applin/amp059Google Scholar
Bylund, E., & Ramírez-Galán, P. (2016). Language aptitude in first language attrition: A study on late Spanish–Swedish bilinguals. Applied Linguistics, 37(5), 621638. https://doi.org/10.1093/applin/amu055Google Scholar
Carroll, J. B., & Sapon, S. M. (1959). Modern Language Aptitude Test. Psychological Corporation.Google Scholar
Granena, G. (2013). Cognitive aptitudes for second language learning and the LLAMA language aptitude test. In Granena, G. & Long, M. H. (eds.), Sensitive Periods, Language Aptitude, and Ultimate L2 Attainment, vol. 35. John Benjamins Publishing, pp. 105130.Google Scholar
Granena, G., Jackson, D. O., & Yilmaz, Y. (2016). Cognitive Individual Differences in Second Language Learning and Processing. John Benjamins.CrossRefGoogle Scholar
Kourtali, N. E., & Révész, A. (2020). The roles of recasts, task complexity, and aptitude in child second language development. Language Learning, 70(1), 179218 https://doi.org/10.1111/lang.12374Google Scholar
Mathôt, S., Schreij, D., & Theeuwes, J. (2012). OpenSesame: An open-source, graphical experiment builder for the social sciences. Behavior Research Methods, 44(2), 314324. https://doi.org/10.3758/s13428-011-0168-7Google Scholar
Meara, P. (2005). LLAMA Language Aptitude Tests: The Manual. Lognostics.Google Scholar
Meara, P., & Miralpeix, I. (2016). Tools for researching vocabulary. In Tools for Researching Vocabulary. Multilingual Matters. https://doi.org/10.21832/9781783096473Google Scholar
Meara, P., & Rogers, V. (2021). The LLAMA Tests v.3.2. Cardiff: Lognostics.Google Scholar
Reiterer, S. (ed.). (2018). Exploring Language Aptitude: Views from Psychology, the Language Sciences, and Cognitive Neuroscience, vol. 16. Springer.Google Scholar
Rogers, V., Galvin, T., Cobner, A., et al. (2017). Investigating the relationship between working memory and language learning aptitude. In https://viviennerogers.info/wp-content/uploads/2020/09/EuroSLA-Poster.pdf. EUROSLA Conference, 30 August–2 September 2017, Reading, UK.Google Scholar
Rogers, V., & Meara, P. (2019). Turning a LLAMA into an ALPACAA and back again: An initial revised attempt at assessing aptitude. Language Aptitude Roundtable, 8–10 November 2019, Macau. https://viviennerogers.info/wp-content/uploads/2020/09/alpacaa_2019_macau.pdfGoogle Scholar
Rogers, V., Meara, P., Aspinall, R., et al. (2016). Testing aptitude. EUROSLA Yearbook, 16(1), 179210. https://doi.org/10.1075/eurosla.16.07rogGoogle Scholar
Rogers, V., Meara, P., Barnett-Legh, T., Curry, C., & Davie, E. (2017). Examining the LLAMA aptitude tests. Journal of the European Second Language Association, 1(1), 4960. https://doi.org/10.22599/jesla.24Google Scholar
Saito, K. (2015). The role of age of acquisition in late second language oral proficiency attainment. Studies in Second Language Acquisition, 37(4), 713743.Google Scholar
Saito, K. (2017). Effects of sound, vocabulary, and grammar learning aptitude on adult second language speech attainment in foreign language classrooms. Language Learning, 67(3), 665693. https://doi.org/10.1111/lang.12244Google Scholar
Saito, K., Suzukida, Y., & Sun, H. (2019). Aptitude, experience, and second language pronunciation proficiency development in classroom settings. Studies in Second Language Acquisition, 41(1), 201225. https://doi.org/10.1017/S0272263117000432Google Scholar
Serrano, R., & Llanes, À. (2015). An exploratory study of the role of age and language learning aptitude in a short stay abroad. Vigo International Journal of Applied Linguistics, 12, 107126.Google Scholar
Service, E., & Kohonen, V. (1995). Is the relation between phonological memory and foreign language learning accounted for by vocabulary acquisition? Applied Psycholinguistics, 16(02), 155172.Google Scholar
Singleton, D. (2017). Language aptitude: Desirable trait or acquirable attribute? Studies in Second Language Learning and Teaching, 7(1), 89. https://doi.org/10.14746/ssllt.2017.7.1.5CrossRefGoogle Scholar
Skehan, P. (2016). Foreign language aptitude, acquisitional sequences, and psycholinguistic processes. In Granena, G., Jackson, D. O., & Yilmaz, Y. (eds.), Cognitive Individual Differences in L2 Processing and Acquisition. John Benjamins.Google Scholar
Speciale, G., Ellis, N. C., & Bywater, T. (2004). Phonological sequence learning and short-term store capacity determine second language vocabulary acquisition. Applied Psycholinguistics, 25(02), 293321.Google Scholar
Suzuki, Y., & DeKeyser, R. (2017a). Exploratory research on second language practice distribution: An aptitude × treatment interaction. Applied Psycholinguistics, 38(1), 2756. https://doi.org/10.1017/S0142716416000084Google Scholar
Suzuki, Y., & DeKeyser, R. (2017b). The interface of explicit and implicit knowledge in a second language: Insights from individual differences in cognitive aptitudes. Language Learning, 67(4), 747790. https://doi.org/10.1111/lang.12241Google Scholar
Wen, Z. (2016). Working Memory and Second Language Learning: Towards an Integrated Approach. Multilingual Matters.Google Scholar
Wen, Z., Biedroń, A., & Skehan, P. (2017). Foreign language aptitude theory: Yesterday, today and tomorrow. Language Teaching, 50(1), 131.Google Scholar
Wen, Z., Skehan, P., Biedroń, A., Li, S., & Sparks, R. L. (eds.). (2019). Language Aptitude: Advancing Theory, Testing, Research and Practice. Routledge.Google Scholar
Yilmaz, Y. (2013). Relative effects of explicit and implicit feedback: The role of working memory capacity and language analytic ability. Applied Linguistics, 34(3), 344368. https://doi.org/10.1093/applin/ams044Google Scholar
Yilmaz, Y., & Granena, G. (2019). Cognitive Individual Differences as Predictors of Improvement and Awareness Under Implicit and Explicit Feedback Conditions. Modern Language Journal, 103(3), 686702. https://doi.org/10.1111/modl.12587Google Scholar

References

Brooks, P. J., Kempe, V., & Sionov, A. (2006). The role of learner and input variables in learning inflectional morphology. Applied Psycholinguistics, 27(2), 185209.Google Scholar
Carroll, J. B. (1965). The prediction of success in intensive foreign language training. In Glaser, R. (ed.), Training, Research, and Education. New York: Wiley, pp. 87136.Google Scholar
Carroll, J. B. (1990). Cognitive abilities in foreign language aptitude: Then and now. In Parry, T. S. & Stansfield, C. W. (eds.), Language Aptitude Reconsidered. Washington, DC: Center for Applied Linguistics, pp. 1129.Google Scholar
Carroll, J. B., & Sapon, S. (1959). Modern Language Aptitude Test (MLAT). San Antonio, TX: Psychological Corporation. Republished in 2002 at Rockville, MD: Language Learning and Testing Foundation.Google Scholar
Cronbach, L., & Snow, R. (1977). Aptitudes and Instructional Methods: A Handbook for Research on Interactions. New York: Irvington.Google Scholar
Doughty, C. J. (2019). Cognitive language aptitude. Language Learning, 69(S1), 101126. https://doi.org/10.1111/lang.12322Google Scholar
Doughty, C. J., Campbell, S. G., Mislevy, M. A., Bunting, M. F., Bowles, A. R., & Koeth, J. T. (2010, December). Predicting near-native ability: The factor structure and reliability of Hi-LAB. In Selected Proceedings of the 2008 Second Language Research Forum. Somerville, MA: Cascadilla Proceedings Project, pp. 1031).Google Scholar
Doughty, C. J., Campbell, S. G., Mislevy, M., Kenyon, D., & Fidelman, C. (2008). TTO 2105 Technical Report E.1.1: Research Design (Technical Report). College Park, MD: University of Maryland Center for Advanced Study of Language.Google Scholar
Doughty, C., Campbell, S. G., Bunting, M. F., Bowles, A. R., & Haarmann, H. (2007). Final M.4 Deliverable: The development of the High-Level Language Aptitude Battery (Technical Report). College Park, MD: University of Maryland Center for Advanced Study of Language.Google Scholar
Gass, S., & Mackey, A. (2006). Input, interaction, and output: An overview. Themes in SLA research. AILA Review, 19(1), 317.Google Scholar
Goo, J. (2012). Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34(3), 445474.Google Scholar
Granena, G. (2019). Cognitive aptitude and L2 speaking proficiency: Links between LLAMA and Hi-LAB. Studies in Second Language Acquisition, 41(2), 313336. https://doi.org/10.1017/S0272263118000256Google Scholar
Huber, D. E., & O’Reilly, R. C. (2003). Persistence and accommodation in short-term priming and other perceptual paradigms: Temporal segregation through synaptic depression. Cognitive Science: A Multidisciplinary Journal, 27(3), 403430.Google Scholar
Jackson, S. J., Tseng, A. M., Tare, M., & Hughes, M. M. (2017). The Role of Language Aptitude and Language Learning Background at FSI: Validity of the MLAT and Hi-LAB as Measures of Language Aptitude (Technical Report). College Park, MD: University of Maryland Center for Advanced Study of Language.Google Scholar
Linck, J. A., Hughes, M. M., Campbell, S. G., et al. (2012). Hi-LAB Identified Successful High-Proficiency Language Learners: Results of the Group Discrimination Study (Technical Report). College Park, MD: University of Maryland Center for Advanced Study of Language.Google Scholar
Linck, J. A., Hughes, M. M., Campbell, S. G., et al. (2013). Hi-LAB: A new measure of aptitude for high-level language proficiency. Language Learning, 63(3), 530566. https://doi.org/10.1111/lang.12011Google Scholar
Long, M. H. (1985). Input and second language acquisition theory. In Gass, S. & Madden, C. (eds.), Input in Second Language Acquisition. Rowley, MA: Newbury House, pp. 377393.Google Scholar
Meara, P. M. (2005). LLAMA Language Aptitude Tests. Swansea, UK: Lognostics.Google Scholar
Mislevy, M. A., Linck, J. A., Campbell, S. G., et al. (2010). Predicting High-Level Foreign Language Learning: A New Aptitude Battery Meets Reliability Standard for Personnel Selection Tests (Technical Report). College Park, MD: University of Maryland Center for Advanced Study of Language.Google Scholar
Perrachione, T. K., Lee, J., Ha, L. Y. Y., & Wong, P. C. M. (2011). Learning novel phonological contrasts depends on interactions between individual differences and training paradigm design. Journal of the Acoustical Society of America, 130(1), 461472.Google Scholar
Petersen, C. R., & Al-Haik, A. R. (1976). The development of the Defense Language Aptitude Battery (DLAB). Educational and Psychological Measurement, 36(2), 369380. https://doi.org/10.1177/001316447603600216Google Scholar
Robinson, P. (2001). Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition. Second Language Research, 17(4), 368392. https://doi.org/10.1177/026765830101700405Google Scholar
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41(2), 255283.Google Scholar
Tseng, A., Greiner, J., Levitas, D., et al. (2015). The Hi-LAB Longitudinal Predictive Validity Study: Second Year Accomplishments and Next Steps (Technical Report). College Park, MD: University of Maryland Center for Advanced Study of Language.Google Scholar
Vatz, K., Tare, M., Jackson, S., & Doughty, C. J. (2013). Aptitude–treatment interaction studies in second language acquisition: Findings and methodology. In Granena, G. & Long, M. H. (eds.), Sensitive Periods, Language Aptitude, and Ultimate L2 Attainment. Amsterdam: John Benjamins, pp. 273292.Google Scholar
Yilmaz, Y., & Granena, G. (2019). Cognitive individual differences as predictor of improvement and awareness under implicit and explicit feedback conditions. The Modern Language Journal, 103(2), 686702. https://doi.org/10.1111/modl.12587Google Scholar

References

(* = studies included in the review)Google Scholar
*Artieda, G., & Muñoz, C. (2016). The LLAMA tests and the underlying structure of language aptitude at two levels of foreign language proficiency. Learning and Individual Differences, 50(Suppl C), 4248. https://doi.org/10.1016/j.lindif.2016.06.023Google Scholar
*Bokander, L. (2020). Language aptitude and crosslinguistic influence in initial l2 learning. Journal of the European Second Language Association, 4(1), 35. https://doi.org/10.22599/jesla.69Google Scholar
Bokander, L., & Bylund, E. (2020). Probing the internal validity of the LLAMA language aptitude tests. Language Learning, 70(1), 1147. https://doi.org/10.1111/lang.12368Google Scholar
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2021). Introduction to Meta-Analysis. John Wiley & Sons.Google Scholar
*Christiner, M., Rüdegger, S., & Reiterer, S. M. (2018). Sing Chinese and tap Tagalog? Predicting individual differences in musical and phonetic aptitude using language families differing by sound-typology. International Journal of Multilingualism, 15(4), 455471. https://doi.org/10.1080/14790718.2018.1424171Google Scholar
*Duman, S. K., Yalçın, Ş., & Erçetin, G. (2021). Working memory and language aptitude in relation to listening strategy instruction in an instructed SLA context. Annual Review of Applied Linguistics, 41, 108117. https://doi.org/10.1017/S0267190521000040Google Scholar
*Forsberg-Lundell, F., & Sandgren, M. (2013). High-level proficiency in late L2 acquisition. Relationships between collocational production, language aptitude and personality. In Granena, G. & Long, M. (eds.), Sensitive Periods, Language Aptitude, and Ultimate L2 Attainment. John Benjamins Publishing Company, pp. 231256.Google Scholar
*Granena, G. (2013). Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test. In Granena, G. & Long, M. (Eds.), Sensitive Periods, Language Aptitude, and Ultimate L2 Attainment. John Benjamins Publishing Company, pp. 105130.Google Scholar
*Granena, G. (2014). Language aptitude and long-term achievement in early childhood L2 learners. Applied Linguistics, 35(4), 483503. https://doi.org/10.1093/applin/amu013Google Scholar
*Granena, G. (2019). Cognitive aptitudes and L2 speaking proficiency: Links between LLAMA and Hi-LAB. Studies in Second Language Acquisition, 41(2), 313336. https://doi.org/10.1017/S0272263118000256Google Scholar
Kane, M. T. (2006). Validation. In Brennan, R. L. (ed.), Educational Measurement. Praeger Publishers, pp. 1764. https://eduq.info/xmlui/handle/11515/34503Google Scholar
*Kourtali, N.-E., & Révész, A. (2020). The roles of recasts, task complexity, and aptitude in child second language development. Language Learning, 70(1), 179218. https://doi.org/10.1111/lang.12374Google Scholar
*Lambelet, A. (2021). Lexical diversity development in newly arrived parent-child immigrant pairs: Aptitude, age, exposure, and anxiety. Annual Review of Applied Linguistics, 41, 7694. https://doi.org/10.1017/S0267190521000039Google Scholar
*Larson-Hall, J., & Dewey, D. (2012). An examination of the effects of input, aptitude, and motivation on the language proficiency of missionaries learning Japanese as a second language. In Hansen, L. (ed.), Second Language Acquisition Abroad. The LSD Missionary Experience. John Benjamins Publishing Company, pp. 5188.Google Scholar
Li, S., & DeKeyser, R. (2021). Implicit language aptitude: Conceptualizing the construct, validating the measures, and examining the evidence: Introduction to the special issue. Studies in Second Language Acquisition, 43(3), 473497. https://doi.org/10.1017/S0272263121000024Google Scholar
*Li, S., & Qian, J. (2021). Exploring syntactic priming as a measure of implicit language aptitude. Studies in Second Language Acquisition, 43(3), 574605. https://doi.org/10.1017/S0272263120000698Google Scholar
Li, S., & Zhao, H. (2021). The methodology of the research on language aptitude: A systematic review. Annual Review of Applied Linguistics, 41, 2554. https://doi.org/10.1017/S0267190520000136Google Scholar
Meara, P. M. (2005). Llama Language Aptitude Tests. Lognostics. https://www.lognostics.co.uk/tools/llama/llama_manual.pdfGoogle Scholar
Meara, P. M. (2020). LLAMA research notes. Retrieved (September 27, 2021) from www.lognostics.co.uk/tools/LLAMA_3/LLAMA_Research.htm.Google Scholar
Meara, P. M., & Rogers, V. E. (2019). The LLAMA tests v3. Lognostics. https://www.lognostics.co.uk/tools/LLAMA_3/index.htmGoogle Scholar
Purpura, J. E., Brown, J. D., & Schoonen, R. (2015). Improving the validity of quantitative measures in applied linguistics research. Language Learning, 65(S1), 3775. https://doi.org/10.1111/lang.12112Google Scholar
*Saito, K. (2017). Effects of sound, vocabulary, and grammar learning aptitude on adult second language speech attainment in foreign language classrooms. Language Learning, 67(3), 665693. https://doi.org/10.1111/lang.12244Google Scholar
*Saito, K. (2019). The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings. Applied Psycholinguistics, 40(1), 183204. https://doi.org/10.1017/S0142716418000528Google Scholar
*Saito, K., & Hanzawa, K. (2016). Developing second language oral ability in foreign language classrooms: The role of the length and focus of instruction and individual differences. Applied Psycholinguistics, 37(4), 813840. https://doi.org/10.1017/S0142716415000259Google Scholar
*Saito, K., Sun, H., & Tierney, A. (2019). Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures. Bilingualism: Language and Cognition, 22(5), 11231140. https://doi.org/10.1017/S1366728918000895Google Scholar
*Saito, K., Suzukida, Y., & Sun, H. (2019). Aptitude, experience, and second language pronunciation proficiency development in classroom settings: a longitudinal study. Studies in Second Language Acquisition, 41(1), 201225. https://doi.org/10.1017/S0272263117000432Google Scholar
Schönbrodt, F. D., & Perugini, M. (2013). At what sample size do correlations stabilize? Journal of Research in Personality, 47(5), 609612. https://doi.org/10.1016/j.jrp.2013.05.009Google Scholar
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press. https://books.google.se/books?id=Yzdl3pW0Yf4CGoogle Scholar
*Suzuki, Y. (2019). Individualization of practice distribution in second language grammar learning: The role of metalinguistic rule rehearsal ability and working memory capacity. Journal of Second Language Studies, 2(2), 169196. https://doi.org/10.1075/jsls.18023.suzGoogle Scholar
*Suzuki, Y., & DeKeyser, R. (2017). Exploratory research on second language practice distribution: An Aptitude × Treatment interaction. Applied Psycholinguistics, 38(1), 2756. https://doi.org/10.1017/S0142716416000084Google Scholar
*Turker, S., Reiterer, S. M., Schneider, P., & Seither-Preisler, A. (2019). Auditory cortex morphology predicts language learning potential in children and teenagers. Frontiers in Neuroscience, 13, article 824, 116. https://doi.org/10.3389/fnins.2019.00824Google Scholar
*Turker, S., Seither-Preisler, A., Reiterer, S. M., & Schneider, P. (2019). Cognitive and behavioural weaknesses in children with reading disorder and AD(H)D. Scientific Reports, 9(1), 15185. https://doi.org/10.1038/s41598–019-51372-wGoogle Scholar
Wagenmakers, E.-J. (2007). A practical solution to the pervasive problems of p-values. Psychonomic Bulletin & Review, 14(5), 779804. https://doi.org/10.3758/BF03194105Google Scholar
Wen, Z. (Edward), Biedroń, A., & Skehan, P. (2017). Foreign language aptitude theory: Yesterday, today and tomorrow. Language Teaching, 50(1), 131. https://doi.org/10.1017/S0261444816000276Google Scholar
*Yalçın, Ş., & Spada, N. (2016). Language aptitude and grammatical difficulty: An EFL classroom-based study. Studies in Second Language Acquisition, 38(2), 239263. https://doi.org/10.1017/S0272263115000509Google Scholar
*Yang, Y., & Cao, X. (2020). Effects of task involvement load on L2 vocabulary acquisition and their association with language aptitude. The Asia-Pacific Education Researcher, 30, 421430 https://doi.org/10.1007/s40299–020-00528-8Google Scholar
*Yi, W. (2018). Statistical sensitivity, cognitive aptitudes, and processing of collocations. Studies in Second Language Acquisition, 40(4), 831856. https://doi.org/10.1017/S0272263118000141Google Scholar
*Yilmaz, Y. (2013). Relative effects of explicit and implicit feedback: The role of working memory capacity and language analytic ability. Applied Linguistics, 34(3), 344368. https://doi.org/10.1093/applin/ams044Google Scholar
*Yilmaz, Y., & Granena, G. (2016). The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback. Bilingualism: Language and Cognition, 19(1), 147161. https://doi.org/10.1017/S136672891400090XGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×