Language Aptitude

Summary:
This book introduces a principled approach to conceptualizing and measuring working memory in first and second language research. It presents comprehensive, thorough and updated reviews of relevant literatures of WM and SLA research in cognitive sciences, cognitive psychology and applied linguistics. Drawing on multidisciplinary research insights, it advocates an integrated framework for implementing working memory and second language acquisition research. In light of the basic tenets and general principles of this integrated perspective, the book then proposes an overarching theoretical model that clearly specifies the distinctive roles of phonological and executive working memory as they relate to specific second language acquisition domains and processing activities. The implications of this innovative Phonological/Executive Model are further discussed and elaborated, first for the specific realm of L2 task-based speech planning and performance, and then within the broader context of foreign language aptitude.

Reviews:
"One of the most encouraging features of the development of the multicomponent model of working memory has been its application beyond the laboratory to a range of  issues of which language learning is among the most important. Work was initially focused on native language acquisition but subsequently exciting developments are increasingly occurring in the hugely significant field of second language learning. This book surveys the field in detail , producing a synthesis of evidence and theory that will make a substantial contribution to this important field." Alan Baddeley, University of York, U.K.

"There are perhaps few predicaments as frustrating as being unable to communicate with another person because he or she does not speak the same language as you. In this volume, Dr. Wen comprehensively considers the importance for second-language learning of the individual’s working memory, the small amount of information that can be readily held in mind to carry out cognitive tasks. Different theoretical views are considered in detail and they are judiciously applied in an up-to-date treatment of various facets of language learning. The volume will be of great interest to students of both memory and language, ranging from novices to experts." Nelson Cowan, University of Missouri-Columbia, USA

"A well-informed, up-to-date, and comprehensive review of phonological and executive aspects of working memory, their  components and measurement, their roles in second language acquisition and processing, and their status as language aptitudes. An excellent overview for scholars in these areas." Nick Ellis, University of Michigan, U.S.A.

"A thorough analysis of how the various components of the working memory system relate to different aspects of second language processing and learning. This is a very timely and useful contribution to a centrally important topic in the field of individual differences."  John Williams, University of Cambridge, UK

Author Biography:
Zhisheng (Edward) Wen is Associate Professor at School of Languages and Translation at Macao Polytechnic Institute (MPI). Dr. Wen has been lecturing undergraduate and postgraduate courses in applied linguistics and psycholinguistics for over 15 years. He has published extensively in these areas. His paper publications have appeared in key academic journals (e.g., Language Teaching, ELT Journal, InJAL). He is recipient of the ‘Language Learning Roundtable Conference Grant’ and lead-editor of “Working memory in second language acquisition and processing” (2015, Multilingual Matters).  His another forthcoming monograph “Cognitive individual differences in second language acquisition” will be published by Mouton de Gruyter in 2017.

This study reports a comprehensive and in-depth synthesis of the theory and research on the role of working memory and language aptitude in mediating the process and product of second language (L2) interaction. The synthesis integrates meta-analysis and narrative review, using the former approach to aggregate the results and the latter to report themes and patterns that emerged from the studies. Altogether 24 studies were retrieved examining the relationships
between the two cognitive variables and various aspects of L2 interaction. With regard to working memory, the results showed that (1) it had significant, albeit weak, associations with the effects of corrective feedback, (2) its associations with noticing the gap and producing modified output were variable and inconsistent, and (3) whereas phonological short-term memory may facilitate the development of oral ability, executive working memory may be essential for oral performance. Unlike working memory’s weak predictive power, language aptitude was found to be a strong predictor of the effects of corrective feedback. However, similar to the pattern for working memory, language aptitude was significantly more correlated with the effects of explicit feedback than those of implicit feedback. The overall weak effects of working memory were attributable to the salience of the instructional treatments and the methodological
inconsistency of the primary studies such as the diverse measures of noticing. The finding that both working memory and language aptitude were more heavily implicated in explicit than implicit treatments points to the need to explore implicit language learning abilities.

While aptitude has been seen to contribute to second language (L2) development, most studies have examined its contribution as a fixed trait, rather than viewing it as a dynamic, changing variable. There appears to have been little or no investigation of the role that aptitude plays in the development of L2 pragmatic ability. Therefore, this study sought to investigate the contribution of L2 learning aptitude as measured by Grigorenko et al.’s (2000) CANAL-FT (The Cognitive Ability for Novelty in Acquisition of Language as Applied to Foreign Language Test) to L2 speech-act knowledge among 121 Iranian upper-intermediate to advanced level EFL learners. In addition, a multiple-choice discourse completion test (MDCT) comprising three common English speech acts (Derakhshan, 2014) was administered to the participants. A multiple regression analysis revealed that all five components of CANAL-FT were significant predictors of L2 speech-act knowledge. The aptitude for learning sentential inferences was the strongest predictor, followed by the ability to acquire the meanings of the whole passage. The other three components of aptitude, namely, comprehending the meanings of contextualized neologisms, acquiring the language rules, and learning the meanings of paired associates, were found to be moderate predictors of L2 speech act knowledge. These results appeared to underscore the benefits of obtaining aptitude data on learners as a means for better understanding the dynamics of L2 development in the area of pragmatics.

Whether the success depends on language aptitude or the language aptitude tests can predict the language learning achievement is one of the contradictive issues in SLA. Scholars have questioned the effect of aptitude on success, and they developed many language aptitude tests in time; because the success in aptitude measurement and the achievement prediction would mean to gain time in language learning. In addition, with the changing understanding of aptitude in recent years, language learning aptitude began to be compared to other individual differences (ID). These studies aim to increase the success of learners by designing instructions according to their aptitude and other ID. Therefore, this study aimed to find out the relationship between language aptitude, self-reported strategy use and language achievement of the Turkish EFL learners to see the decisiveness of language aptitude on strategy use and achievement. Results showed that the language aptitude influences foreign language learning achievement.

This chapter provides an overview of the theory, research, and pedagogy of language aptitude, which refers to a set of cognitive abilities that are predictive of learning rate and ultimate attainment in a second language. The chapter starts by providing a historical account of aptitude research and a summary of major theoretical models that have guided aptitude research. It then synthesizes the empirical evidence on the construct validity of language aptitude, including convergent, divergent, and predictive validity, which refers to whether aptitude is correlated with variables in the same or similar paradigms, whether it is dissociable from variables in other paradigms, and whether it is predictive of learning outcomes, respectively. After synthesizing the research findings, the chapter summarizes the methodological features of aptitude research, including research design, learner characteristics, and measurement. The chapter proceeds to discuss the pedagogical implications of aptitude research and concludes by identifying future directions. One significant aspect of the chapter is the distinction between traditional explicit aptitude and the recently emerged implicit aptitude, with the former referring to cognitive abilities for conscious learning and the latter to abilities for unconscious learning.

Своевременная диагностика одаренности позволяет создать благоприятные условия для развития способностей ребенка. Поэтому средства и способы диагностики одаренности-это одна из исследовательских задач, которая привлекает исследователей и педагогов-практиков. С использованием метода кейс-стади (case study) было проведено исследование о проявлении у ребенка стремления к упорядочиванию и выстраиванию последовательностей как возможного предиктора вербальных способностей.

New research could ease the way to second language learning
16 February 2017

Research by a language teaching expert from the University of Auckland could bring major changes to second language teaching and improve chances of success for those who fail in traditional classes.

Dr Shaofeng Li, a senior lecturer of applied language studies in the Faculty of Arts, is looking at the learning phenomenon that enables learners to pick up a foreign language through exposure to and use of the language, not through challenging, conscious study.

He wants to identify the key to this type of learning and find a way to bring it into the classroom.

“Traditionally, we talk about people having an ‘aptitude’ for language, and what we mean is that they learn better than others under traditional methods,” says Dr Li.  “They are good at memorising words, analysing sentence structure and mimicking pronunciation.”

What Dr Li wants to do is identify and measure the aptitudes for learning language ‘unconsciously’ – that is, learning without being aware that you are actually ‘learning’ – and look at how this knowledge could be used in the classroom to maximize learning outcomes. 

His research has been awarded a $300,000 Marsden Fund grant and will start in March.

For a country of dedicated travellers, English-speaking New Zealanders have a poor record of language learning. Many of us have sat in classrooms with our verbs and tenses, stumbling over pronunciation and dreaming that one day we will know enough to chat easily with the locals on our travels.

Unfortunately, for most, dreaming is as far as it goes. The challenge of mastering another language is just too hard and so we remain monolingual. Apparently 80 percent of New Zealanders speak one language, and high school language take-up continues to fall.

“It is a fact that many people dread learning a foreign language,” says Dr Li, who is based at the faculty’s School of Cultures, Languages and Linguistics.

“Taught consciously, it is challenging. It takes a lot of effort and English speakers in particular can be less motivated than people who speak other languages,” says Dr Li.

But, he points out, we all learnt the language of our birth effortlessly and efficiently so we know there is a natural ability within all of us. “Contrary to what many people assume, adults possess a similar ability, although it may not be the same as children’s language faculty.”

He is confident his research will identify where this ability lies and how it can be exploited for adults with the ultimate aim of making it easier for everyone to enjoy the benefits of fluency in a second language.

“Learning another language widens your vision and gives you another perspective of the world. It enables you to appreciate other cultures and deal with people in a way that is beneficial for your personal life and career development,” says Dr Li.

English is Dr Li’s second language – he was born and educated in China and learnt traditionally by memorising words and perfecting grammar. His speaking skills, he says, came from living and working in English speaking countries – the US and New Zealand.

“But maybe if I’d been taught differently, it would not have taken me 20 or 30 years to get the skills I have today."

Relevant links:

Auckland University: https://www.auckland.ac.nz/en/about/news-events-and-notices/news/news-2017/02/new-research-could-ease-the-way-to-second-language-learning-.html

Xinhua News Agency: http://news.xinhuanet.com/english/2017-02/16/c_136061024.htm

Chinese government: http://www.china.org.cn/world/Off_the_Wire/2017-02/16/content_40299262.htm

China News Service: https://www.ecns.cn/2017/02-16/245650.shtml

The Implementation of a Linguistic Ability Test as a Selection Basis in Learning English as a Foreign Language



Lamia ELMECHTA
Faculty of Arts and Languages, University of Mentouri Brothers, Constantine 1




Abstract
The aim of the current paper was twofold: first, to design a test of linguistic ability on the basis of a cognitive perspective; and second, to examine its effects on success in foreign language learning. Two cognitive linguistic abilities, namely language aptitude and working memory, were highlighted and predicted to be components of the target measure. To this end, a test of each of the so hypothesized components was administered to sixty subjects (freshmen) at the department of Letters and the English language, university of Mentouri Brothers, Constantine 1. Correlations were subsequently made between the obtained scores in both tests, and principal component analysis was conducted to determine the final linguistic ability measure. A further correlational study was carried out to investigate the relationship between this latter, as with its hypothesized components, and foreign language learning achievement. The results substantiated significant interrelationships between all the variables. These results would recommend the implementation of this test in foreign language learning.
Keywords: cognitive perspective, correlation, language aptitude, linguistic ability measure, working memory

Few adult second language (L2) learners successfully attain high-level proficiency. Although decades of research on beginning to intermediate stages of L2 learning have identified a number of predictors of the rate of acquisition, little research has examined factors relevant to predicting very high levels of L2 proficiency. The current study, conducted in the United States, was designed to examine potential cognitive predictors of successful learning to advanced proficiency levels. Participants were adults with varying degrees of success in L2 learning, including a critical group with high proficiency as indicated by standardized language proficiency tests and on-the-job language use. Results from a series of group discrimination analyses indicate that high-level attainment was related to working memory (including phonological short-term memory and task set switching), associative learning, and implicit learning. We consider the implications for the construct of high-level language aptitude and identify future directions for aptitude research.