Early Developments: Revisiting the Concept of Aptitude In the early 1990s, research on foreign language aptitude was largely influenced by the work of Carroll (1963) and Gardner (1985). Carroll’s (1963) seminal work identified five components of foreign language aptitude: phonetic coding ability, grammatical sensitivity, vocabulary learning ability, rote learning ability, and inductive language learning ability. Gardner’s (1985) work, on the other hand, emphasized the role of motivation and attitudes in language learning.
For example, studies have shown that language learners’ cognitive abilities, such as working memory and attention, play a crucial role in language acquisition (e.g., Cowan, 1999). Additionally, research has highlighted the importance of metacognitive strategies, such as planning, monitoring, and evaluating, in language learning (e.g., Cohen, 2000). Another significant development in foreign language aptitude research is the advancement in measurement and assessment methods. Traditional approaches to assessing aptitude, such as language proficiency tests, have been criticized for their limited scope and lack of predictive validity. twenty-five years of research on foreign language aptitude
In response, researchers have developed new assessment tools, such as the MLAT (Modern Language Aptitude Test) and the LLAT (Language Learning Aptitude Test). These tests aim to provide a more comprehensive and accurate measure of language learning ability. Despite the progress made in foreign language aptitude research, there are still ongoing debates and controversies in the field. One contentious issue is the definition and scope of aptitude. Some researchers argue that aptitude should be narrowly defined as a set of cognitive abilities, while others propose that it should encompass a broader range of factors, including motivation, personality, and learning style. Early Developments: Revisiting the Concept of Aptitude In
Cohen, A. (2000). Strategies in learning and using a second language. Harlow, UK: Longman. and learning style.
Early Developments: Revisiting the Concept of Aptitude In the early 1990s, research on foreign language aptitude was largely influenced by the work of Carroll (1963) and Gardner (1985). Carroll’s (1963) seminal work identified five components of foreign language aptitude: phonetic coding ability, grammatical sensitivity, vocabulary learning ability, rote learning ability, and inductive language learning ability. Gardner’s (1985) work, on the other hand, emphasized the role of motivation and attitudes in language learning.
For example, studies have shown that language learners’ cognitive abilities, such as working memory and attention, play a crucial role in language acquisition (e.g., Cowan, 1999). Additionally, research has highlighted the importance of metacognitive strategies, such as planning, monitoring, and evaluating, in language learning (e.g., Cohen, 2000). Another significant development in foreign language aptitude research is the advancement in measurement and assessment methods. Traditional approaches to assessing aptitude, such as language proficiency tests, have been criticized for their limited scope and lack of predictive validity.
In response, researchers have developed new assessment tools, such as the MLAT (Modern Language Aptitude Test) and the LLAT (Language Learning Aptitude Test). These tests aim to provide a more comprehensive and accurate measure of language learning ability. Despite the progress made in foreign language aptitude research, there are still ongoing debates and controversies in the field. One contentious issue is the definition and scope of aptitude. Some researchers argue that aptitude should be narrowly defined as a set of cognitive abilities, while others propose that it should encompass a broader range of factors, including motivation, personality, and learning style.
Cohen, A. (2000). Strategies in learning and using a second language. Harlow, UK: Longman.