LANGUAGE

APTITUDE
Sami DAELHADJ & Hicham HANDASSI
Introduction
What is Language aptitude?
 Introduction

The concept of Language Aptitude is an individual's initial state of readiness and

capacity for learning a foreign language, and probable facility in doing so given the
presence of motivation and opportunity.

This aptitude can vary from person to person, influencing how quickly and effectively
they can learn new languages, adapt to different language structures, and achieve
proficiency. Language aptitude is influenced by both genetic and environmental factors
and can be developed through education and practice; it plays a crucial role in language
learning and can significantly impact one’s success in becoming a polyglot.

Polyglot: a person who knows and is able to use several languages.

 Introduction

Sternberg (2002)’s research: Aptitude is a predictor of Academic Success.

Sternberg proposed that aptitude is a predictor of academic success. Ehrman and

Oxford (1995), in a large-scale study of individual differences, discovered that aptitude
measures showed the strongest correlation with L2 proficiency. Remarkably, language
aptitude scores explained precisely the same amount of variance as Sternberg's findings
in the general educational domain, which is 25%.

High Language Aptitude = L2 Proficiency and High Academic Success.

 How about the percentages?

Intelligence Aptitude

10% 30%
Real-world success. Academic success.
L1 vs L2 Aptitude
Language aptitude in L1 vs L2.
L1 Aptitude
 Aptitude L1

Early Development: Language aptitude in L1 begins to develop early in childhood as

children acquire their native language. It includes the ability to comprehend spoken
language, express thoughts coherently, and use the grammatical structures and
vocabulary of the language.

Variations in Aptitude: Just as individuals may have varying degrees of aptitude for
learning second languages, they can also exhibit differences in their aptitude for their
native language. Some individuals may have a natural talent for clear and effective
communication, while others may need more effort to excel in L1.

Impact on Academic Performance: Proficiency in one's native language is crucial for

success in various academic subjects. Language aptitude in L1 influences reading,
writing, and overall academic achievement, as effective communication and language
skills are fundamental to most educational activities.
 Aptitude L1

Cultural and Societal Integration: Language aptitude in L1 is essential for cultural and
societal integration, as it enables individuals to communicate with their peers, engage in
meaningful relationships, and participate in various aspects of daily life.

Maintenance and Development: Language aptitude in L1 can change and evolve over
time. It's important to continually develop and maintain one's native language skills to
ensure effective communication and success in various personal and professional
endeavors.
L2 Aptitude
 Aptitude L2

Inherent Potential: Language aptitude in L2 represents a person's natural or innate

ability to grasp and master a second language. This can vary significantly from one
individual to another, and it influences how quickly and effectively someone can learn a
new language.

Skills and Components: L2 language aptitude encompasses various linguistic skills,

including phonetic sensitivity, grammatical understanding, vocabulary acquisition, and
the ability to use and comprehend context in the target language. These skills contribute
to proficiency in L2 learning.

Acquisition Speed: Those with higher language aptitude in L2 tend to learn new
languages more quickly and with greater ease compared to individuals with lower
aptitude. They may have a more intuitive grasp of language structures and nuances.
 Aptitude L2

Adaptability: L2 language aptitude also plays a role in adapting to different language

structures and systems, making it easier for individuals to switch between languages and
navigate linguistic challenges in diverse contexts.

Environmental and Educational Factors: While language aptitude is an inherent trait, it

can be nurtured and developed through education and practice. Effective language
instruction, exposure to the target language, and immersion experiences can enhance
one's L2 language aptitude.

Importance in Language Learning: Language aptitude is a significant predictor of success

in second language acquisition. It can affect an individual's ability to achieve fluency and
proficiency in an L2, especially in areas such as speaking, listening, reading, and writing.
 Aptitude L2

Individual Differences: Just as with L1 aptitude, there are variations in L2 language

aptitude among individuals. Some may have a natural talent for acquiring new
languages, while others may require more time and effort to reach a similar level of
proficiency.
L1 vs L2 Aptitude
 L1 vs L2

The relationship between L1 and L2 aptitude has been a central theme

in theories like Sparks and Ganschow's 'Linguistic Coding Differences
Hypothesis,' which addresses the variations in how language aptitude
may operate in different language contexts. This suggests that while
there may be connections between L1 and L2 aptitude, the two might
not be entirely interchangeable, and aptitude for L2 learning can
encompass unique components related to working with
decontextualized language.
Aptitude Tests
Some examples of Language Aptitude
tests.
 MLAT

The Modern Language Aptitude Test (MLAT) was designed to predict

a student's likelihood of success and ease in learning a foreign
language. It is published by the Language Learning and Testing
Foundation. The Modern Language Aptitude Test was developed to
measure foreign language learning aptitude.
MLAT
 PLAB

The Pimsleur Language Aptitude Battery (PLAB) test is a standardized

assessment designed to measure an individual's natural aptitude for
learning and acquiring new languages. It evaluates various cognitive
and linguistic factors, such as memory, auditory discrimination, and
analytical skills, to predict how easily a person may pick up a new
language. This test helps identify individuals who may have a natural
talent for language learning.
PLAB
 DLAB

The Defense Language Aptitude Battery (DLAB) is a test used by the United
States Department of Defense to test an individual's potential for learning a
foreign language and thus determining who may pursue training as a military
linguist. It consists of 126 multiple-choice questions and the test is scored out
of a possible 164 points. The test is composed of five audio sections and one
visual section. As of 2009, the test is completely web-based. The test does not
attempt to gauge a person's fluency in a given language, but rather to
determine their ability to learn a language. The test will give the service
member examples of what a selection of words or what a portion of a word
means, then asks the test taker to create a specific word from the samples
given.
Video Link: https://www.youtube.com/watch?v=Pi5taR18uZ8&pp=ygUEZGxhYg%3D%3D
Aptitude and Age
What is the relation between language
aptitude and age?
 Aptitude and Age

The question of how age affects the stability of language aptitude is

multifaceted. If we view language aptitude as a characteristic, we might expect
it to remain relatively constant over time, similar to intelligence, which has
demonstrated remarkable consistency throughout a person's life. To illustrate,
long-term research on intelligence test scores has revealed strong correlations
between scores obtained many years apart.

However, language aptitude may also be influenced by age-related changes in

an individual's language learning capacity, as indicated by the critical period
hypothesis in second language acquisition (SLA). While some language
learning abilities may emerge early in life, it's unclear whether these abilities
are innate or influenced by an individual's early environment.
 Aptitude and Age

Earlier research, such as that of Carroll and Sapon (1959) and Carroll
(1981), found no significant evidence of changes in language aptitude
over time. Skehan's research also suggested that certain language
learning abilities appear by age 35. More recent studies, like those by
Harley and Hart (1997, 2002), have shown that the relationship
between aptitude components and language outcomes can change
with age. They found that different components of aptitude were
more strongly correlated with language outcomes in different age
groups.
Aptitude and Intelligence
What are the correlations between
language aptitude and intelligence?
 Aptitude and Intelligence

The relationship between language aptitude and general intelligence

has been a topic of ongoing interest in the field. Researchers have
sought to understand whether language aptitude is primarily
influenced by commonalities it shares with intelligence or if it exerts
its influence independently of intelligence. Both intelligence and
language aptitude are composite constructs, each involving various
cognitive factors, some of which overlap.
 Aptitude and Intelligence

Studies have reported correlations between language aptitude test

scores and intelligence test scores. For example, in the manual of the
Modern Language Aptitude Test (MLAT), Carroll and Sapon (1959)
reported correlations ranging from 0.34 to 0.52 between the MLAT
and various intelligence batteries. They concluded that although IQ
was a correlate of foreign language success, its impact on language
aptitude was smaller than on other types of school courses.
 Aptitude and Intelligence

Research conducted by scholars like Gardner (1985) and

Skehan (1986) also confirmed the partial separation and
partial relatedness of intelligence and language aptitude.
While some correlations indicated commonalities, other
studies showed weaker relationships between intelligence
and language aptitude.
 Aptitude and Intelligence

The relationship between language aptitude and general

intelligence is complex, and while there are
commonalities between the two constructs, they do not
completely coincide. The level of correspondence between
intelligence and language aptitude varies based on specific
cognitive components and the context in which language
learning occurs.
Aptitude Teaching methods
Language Aptitude, Teaching methods,
and learning situations.
 Aptitude Teaching methods

The relationship between language aptitude and teaching methods,

as well as different learning situations, has been a subject of
investigation. Language aptitude was once associated with older
teaching methodologies, such as the audiolingual method, and its
relevance to more communicative and naturalistic language learning
approaches was questioned. The central question is whether various
teaching methods and learning situations are associated with
different types of language aptitude.
 Aptitude Teaching methods

Research suggests a twofold answer to this question. On one hand, available

evidence indicates that language aptitude is robust and not restricted to
specific teaching methodologies or learning situations. Research conducted
by Ehrman and Oxford (1995) found that despite changes in teaching
methodologies towards more communicative approaches, the Modern
Language Aptitude Test (MLAT) continued to correlate with learning success
at levels similar to the audiolingual training era. These findings confirm the
idea that the MLAT assesses learning abilities independent of methodology. A
review by Sawyer and Ranta (2001) also concluded that aptitude measures
remained predictive and relevant across various settings and learning
conditions, whether implicit or explicit.
 Aptitude Teaching methods

On the other hand, recent research by Peter Robinson has delved into the
microanalysis of the interplay between cognitive factors and situated second
language acquisition (SLA) processes. His work suggests that specific
combinations of aptitude factors are more conducive to enhancing different
types of learning processes, indicating a situational dependency. Additionally,
Sternberg's (2002) conception of aptitude, based on the theory of "successful
intelligence," implies a strong situational and methodological dependency.
Therefore, while evidence shows that language aptitude is generally relevant
across different methodologies and learning settings, there may be situational
variations that affect the specific combinations of aptitude factors that are
most beneficial for learners. The issue remains open for further investigation.
Working memory and language aptitude
What is the relationship between working
memory and language aptitude ?
 Working memory and language aptitude

Research into the relationship between working memory and second

language acquisition (SLA) is a promising area of study in language
aptitude research. Working memory appears to be a central
component of language aptitude. Working memory involves
temporarily storing and manipulating information needed for complex
cognitive activities. It plays a critical role in language processing,
particularly in dealing with sequences of symbols in a linear manner,
which is fundamental in both language production and
comprehension.
Working memery can be
devided into four sub
systems :
1:Phonological loop:
This subsystem is responsible for the temporary
storage of verbal and acoustic information, such as
spoken language sounds and words. It can store
information for a short duration (around two seconds)
and relies on subvocal rehearsal to maintain and
process this information.
2:Visuospatial sketchpad:
Similar to the phonological loop but for visual
information, this component integrates spatial,
visual, and kinesthetic data into a unified
representation. It is responsible for tasks like reading
and has storage and processing components.
3:Central executive:
This is the most important and least understood aspect of
working memory. It controls attention and coordinates
information from the other subsystems and long-term
memory to perform complex cognitive tasks. It is relevant
for planning, decision-making, comprehension, reading,
and language processing.
4:Episodic buffer:
A recent addition to the working memory model, the
episodic buffer functions as a storage counterpart to
the central executive. It combines information from
various sources and modalities into a single multi-
faceted code and is associated with conscious
awareness.
Working memory and (LA)

Researchers emphasize the importance of working memory in SLA. It plays a central

role in language processing because both language production and comprehension
require the handling of symbol sequences over time. Differences in first language
(L1) working memory capacity for language are closely related to second language
(L2) working memory capacity and L2 language comprehension skills, as well as the
speed and efficiency of L2 knowledge acquisition.
Conclusion
 Conclusion

In conclusion, language aptitude research has been a successful and influential

area within Second Language Acquisition (SLA). The field's long history and the
high-quality research conducted, especially by leading cognitive psychologists like
John Carroll and Robert Sternberg, have contributed to its significance in SLA
studies.
 Conclusion

Recent trends and transitions in language aptitude research include moving away
from the Carroll tradition and increasingly drawing on cognitive psychology,
psycholinguistics, and neurolinguistics. The term "language aptitude" is now more
restricted to refer to composite measures obtained through aptitude batteries,
while researchers focusing on specific cognitive abilities tend to avoid using this
term. The field is also evolving towards viewing language aptitude in a more
situated manner, considering the dynamic interaction between aptitude and
context.