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Published online by Cambridge University Press:  27 May 2023

Edited by
Zhisheng (Edward) Wen ,
Peter Skehan  and
Richard L. Sparks
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

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Chapter
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Language Aptitude Theory and Practice , pp. xiii - xv
Publisher: Cambridge University Press
Print publication year: 2023

Tables

  1. 2.1General equivalency of parts of the MLAT and MLAT-E

  2. 2.2How Carroll’s four language aptitude components are tapped by the four MLAT-E parts

  3. 4.1Initial list of Hi-LAB measures

  4. 4.2Battery after the first reliability study

  5. 4.3Reliability Study 2 internal consistency and test–retest reliability results

  6. 4.4Group discrimination study internal consistency results

  7. 4.5Reliability Study 3 internal consistency and test–retest results

  8. 4.6Parallel forms study equivalence results

  9. 5.1The number of reported correlations between LLAMA and L2 outcomes

  10. 6.1Test content and construct of FLAT-C and LLAMA

  11. 6.2Descriptive statistics of FLAT-C and LLAMA scores (%)

  12. 6.3Correlation between FLAT-C and LLAMA

  13. 6.4Total variance explained

  14. 6.5Rotated component matrix of aptitude subtests

  15. 6.6Correlation between FLAT-C, LLAMA, and English achievement

  16. 6.7Regression model of English achievement

  17. 7.1Description of the sample: Age, gender, and length of residence at T1 (in months) of the adults (first row) and children (second row)

  18. 7.2Comparisons between the adults (first row) and children (second row) of the LAOC study and the combination (average) of the other studies on the LLAMA_B subtest: The contrasts are significant if the 95% CIs have a range that does not include 0 (0 indicating no difference)

  19. 7.3Comparisons between the adults (first row) and children (second row) of the LAOC study and the combination (average) of the other studies on the LLAMA_D subtest: The contrasts are significant if the 95% CIs have a range that does not include 0 (0 indicating no difference)

  20. 7.4Comparisons between the adults (first row) and children (second row) of the LAOC study and the combination (average) of the other studies on the LLAMA_E subtest: The contrasts are significant if the 95% CIs have a range that does not include 0 (0 indicating no difference)

  21. 7.5Comparisons between the adults (first row) and children (second row) of the LAOC study and the combination (average) of the other studies on the LLAMA_F subtest: The contrasts are significant if the 95% CIs have a range that does not include 0 (0 indicating no difference)

  22. 7.6Mean scores for each group of participants on each of the four LLAMA subtests

  23. 7.7Mean and SD scores of the adults (first row) and children (second row) on the verbal fluency task at the three data collection times

  24. 7.8Best-fitting model for the child group

  25. 7.9Best-fitting model for the adult group

  26. 8.1Background data on Early Blind and Late Blind participants on the variable age of onset of blindness (AoB), in years

  27. 8.2Background data on Early Blind and Late Blind participants on the variable length of blindness (LoB), in years

  28. 12.1Differences between learners’ LA and WM developmental trajectory

  29. 12.2Significance values of learners’ intra-individual variability

  30. 13.1The 3M aptitude model of translating and interpreting

  31. 14.1Grammaticality judgement test: Descriptive statistics for lower- versus higher-proficiency participants by group

  32. 14.2Elicited imitation test: Descriptive statistics for lower- versus higher-proficiency participants by group

  33. 14.3Scores on the LLAMA subtests for lower-proficiency participants

  34. 14.4Scores on the LLAMA subtests for higher-proficiency participants

  35. 14.5Significant predictors of the grammaticality judgement posttests for lower-level proficiency participants

  36. 14.6Significant predictors of the elicited imitation posttests for lower-level proficiency participants

  37. 14.7Significant predictors of the grammaticality judgement posttests for higher-level proficiency participants

  38. 14.8Significant predictors of the elicited imitation posttests for higher-level proficiency participants

  39. 15.1Descriptive statistics for language and aptitude measures for L2 learners

  40. 15.2Correlation coefficients (p values) between eye-tracking scores and aptitude scores

  41. 15.3Multiple regression results

  42. 15.4Summary of previous research on implicit learning aptitude

  43. 16.1Coding reliability for key study features

  44. 16.2Instruments used to measure ISL ability in L2 studies

  45. 18.1Advancements that can be achieved through the scientific study of language (Source: ALPAC, 1966, p. 44)

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