No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Language Aptitude
... In other studies, IDs in L1 word decoding and L1 spelling measured in the primary grades accounted for 52%−54% of the variance in L2 word decoding and L2 spelling and 25% of the variance in L2 reading comprehension in high school (Sparks et al., 2008). Other studies have found that IDs in students' L1 skills measured from 1st to 8th grades are strongly related to IDs in L2 achievement from 9th to 11th grades (see reviews by Sparks, 2012Sparks, , 2013Sparks et al., 2019aSparks et al., , 2019b. The findings, largely confirmed by RCAs, contradict the notion that IDs in L1 development can be ignored for explaining IDs in L2 outcomes. ...
... Likewise, IDs in L1 writing and L1 reading comprehension accounted for unique variance in both L2 written and oral language achievement. Previous studies have shown that IDs in early L1 literacy (i.e., reading, spelling, and writing) accounted for unique variance in later L2 literacy outcomes (see, e.g., Sparks et al., 1995Sparks et al., , 1997Sparks et al., , 2006Sparks et al., , 2008 and that there are significant differences in early L1 literacy (and language) skills among high-, average-, and low-achieving high school L2 learners (see, e.g., reviews by Sparks, 2012Sparks, , 2013Sparks et al., 2009aSparks et al., , 2009bSparks et al., , 2019aSparks et al., , 2019b. Although previous studies have found that L2 learners with varying levels of L2 oral language skills also display significant IDs in L1 literacy, to the authors' knowledge, this is the first longitudinal study showing that IDs in L1 literacy skills measured prior to L2 exposure explain unique variance in both L2 literacy and L2 oral language proficiency. ...
Although most children learn to communicate in their first language (L1), there is normal and expected variation in their rate of acquisition across all components of the language system. Until recently, most second language acquisition and second language (L2) researchers have assumed that individual differences (IDs) in L1 acquisition are small and irrelevant to IDs in L2 acquisition. However, growing evidence has found strong relationships between IDs in L1 attainment and ultimate L2 achievement. In this longitudinal study, US secondary students were administered measures of L1 written and oral achievement, L1 cognitive processing, and L2 aptitude, then followed over 3 years of Spanish instruction and administered standardized measures of L2 literacy and oral proficiency at the end of each year. Hierarchical regressions followed by regression commonality analysis showed that IDs in L1 achievement alone (reading, writing, vocabulary, and print exposure) accounted for substantial unique variance in L2 reading, writing, listening comprehension, and oral proficiency, while L2 aptitude accounted for additional unique variance at the end of each year. A new finding showed that variance accounted for by L1 skills increased from first to second to third year. Results lend additional support to the conclusion of strong L1–L2 relationships between IDs in L1 attainment and IDs in L2 achievement.
... Multiple regression analyses showed that the four factors explained 76% of the variance in oral and written L2 proficiency. In a more recent study with a different set of participants, principal components analysis of a different test battery yielded three factors: Phonological and Orthographic Coding/ Working Memory (L1 word decoding, L2 phoneme awareness, L1 working memory, L1 phonological memory), Language Analysis (L1 reading comprehension, L2 metacognitive knowledge, L1 writing, L2 vocabulary), and L2 Aptitude (all five MLAT subtests) (Sparks, Patton, & Luebbers, 2019b). Multiple regression analyses with the three factors as predictor variables for L2 proficiency revealed that the Phonological and Orthographic Coding/Working Memory factor predicted the largest amount of variance in L2 word decoding and L2 spelling; the Language Analysis and L2 Aptitude factors predicted the largest amount of variance in L2 reading comprehension, L2 vocabulary, L2 writing, and L2 listening comprehension. ...
The last few years have witnessed exponential growth in research output within the field of language aptitude. With contributions from an international team of leading experts, this volume provides the most comprehensive, authoritative and up-to-date overview of developments in language aptitude theory and practice. It addresses central and newly emerging methodological and theoretical issues, and revisits and re-examines the most popular language aptitude tests, including the most durable and innovative batteries. It also provides in-depth demonstrations of language aptitude research paradigms, including well-established and emerging ones, scrutinizing them from multidisciplinary perspectives. Aptitude treatment interactions studies are reported and discussed, and pedagogical implications are provided, to illuminate theory construction, test development, policymaking, curriculum design and classroom practice. Seamlessly integrating theory, research, assessment and practice, it is essential reading for anyone seeking to learn more about language learning, training and teaching, and will further advance the research in this exciting, fast-paced field.
This paper discusses the notion of language aptitude as a factor contributing to successful language acquisition achievements in polyglots. The difficulty in distinguishing between what is, indeed, language aptitude and what is language awareness is the main focus of the paper. A polyglot is operationalized here as a person who, after puberty, (a) acquired/learned at least six new languages (L2s), (b) commands at least six L2s at an intermediate or advanced proficiency level, and (c) presently uses these languages relatively unimpededly in oral interaction. The article draws specifically on a controlled investigation of ten polyglots who were extensively interviewed and tested for language aptitude, motivation, language awareness, and use of language learning strategies. Results show well above average, often outstanding, aptitude scores and an immediate preference for explicit learning. It appears that the combination of strong motivation and high levels of language aptitude and language awareness is what makes polyglots unusually successful second language learners. This paper suggests that language aptitude is both a prerequisite for developing high levels of language awareness and (since the two concepts are partially overlapping), much of the dynamism sometimes ascribed to aptitude is indeed awareness.