Cover not available

In:Cognitive Individual Differences in Second Language Processing and Acquisition
Edited by Gisela Granena, Daniel O. Jackson and Yucel Yilmaz
[Bilingual Processing and Acquisition 3] 2016
► pp. 17–40

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Foreign language aptitude, acquisitional sequences, and psycholinguistic processes

 | St. Mary’s University, Twickenham
Published online: 23 December 2016
DOI logo with link
https://doi.org/10.1075/bpa.3.02ske
Abstract
This chapter has two broad aims: to relate aptitude tests and recent aptitude research, including that reported in this volume, to proposed second language acquisition stages; and to relate aptitude testing to the contrasts between domain-generality and domain-specificity, on the one hand, and explicit and implicit processes, on the other. Regarding SLA stages, a broad distinction is made between stages concerned with developing knowledge and those concerned with developing control. It is argued that aptitude tests have concentrated on the first and that there is scope to develop more aptitude tests to assess the second. Regarding the two major contrasts, it is argued that analysing aptitude tests in these terms is useful as a means of indicating what underlying theories they have. In that respect it is interesting that the most recent major battery (HiLAB: domain-general, often implicit) contrasts with older batteries (e.g. MLAT: domain specific, explicit). It is argued that aptitude tests, viewed in this way, can make theoretical contributions to second language acquisition more generally in characterising what language learning abilities consist of.
Article outline
  • 1.Introduction
  • 2.SLA stages, psycholinguistic processes, and recent research
  • 3.Domain specificity-generality and explicit-implicit knowledge
  • 4.Conclusions
  • References
References (50)
References
Anderson, J. R. (2010). Cognitive Psychology and Its Implications. (7th ed.). New York, NY: Worth Publishing.Google Scholar logo with link to Google Scholar
Bolibaugh, C. & Foster, P. (2013). Memory-based aptitude for native-like selection: The role of phonological short-term memory. In G. Granena & M. H. Long, (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 205–230). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Carroll, J.B. (1965). The prediction of success in intensive foreign language training. In R. Glaser (Ed.), Training, Research, and Education (pp. 87–136). New York, NY: Wiley & Sons.Google Scholar logo with link to Google Scholar
(1973). Implications of aptitude test research and psycholinguistic theory for foreign language teaching. International Journal of Psycholinguistics, 2, 5–14.Google Scholar logo with link to Google Scholar
(1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Chan, E., Skehan, P., & Gong, G. (2011). Working memory, phonemic coding ability and foreign language aptitude: Potential for construction of specific language aptitude tests—the case of Cantonese. Ilha Do Desterro: A Journal of English language, literatures and cultural studies, 60, 45–73.Google Scholar logo with link to Google Scholar
Clark, H.H., & Clark, E.V. (1977). Psychology and Language. New York, NY: Harcourt, Brace, Jovanovitch.Google Scholar logo with link to Google Scholar
de Graaff, R. (1997). The eXperanto experiment: Effects of explicit instruction on second language acquisition. Studies in Second Language Acquisition, 19, 249–276. Google Scholar logo with link to Google Scholar
De Keyser, R. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22, 499–533.Google Scholar logo with link to Google Scholar
(2007). Conclusion: The future of practice. In R. DeKeyser (Ed.), Practice in a second language (pp. 287–304). Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Ellis, N.C., O’Donnell, M.B., & Romer, U. (2013). Usage-Based Language: Investigating the Latent Structures That Underpin Acquisition. Language Learning 63, (Supp. 1), 25–51. Google Scholar logo with link to Google Scholar
Ellis, R. (2005). Planning and task-based performance: Theory and research. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 3–36). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
(2009). Measuring implicit and explicit knowledge of a second language. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 31–64). Clevedon, UK: Multilingual Matters.Google Scholar logo with link to Google Scholar
(2015). Understanding second language acquisition (2nd ed.). Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Ellis, R., & Shintani N. (2014). Exploring language pedagogy through second language acquisition research. London: Routledge.Google Scholar logo with link to Google Scholar
Goo, J. (2012). Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34, 445–474. Google Scholar logo with link to Google Scholar
Granena, G. (2013). Individual differences in sequence learning ability and second language acquisition in early childhood and adulthood. Language Learning, 63, 1–39. Google Scholar logo with link to Google Scholar
Granena, G., & Long, M. (2013a). Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains. Second Language Research, 29, 311–343. Google Scholar logo with link to Google Scholar
Grigorenko, E.L., Sternberg, R.J., & Ehrman, M. (2000). A theory based approach to the measurement of foreign language learning ability: the Canal-F theory and test, Modern Language Journal, 84, 390–405. Google Scholar logo with link to Google Scholar
Kempe, V., & Brooks, P. (2008). Second language learning of complex inflectional systems. Language Learning, 54, 703–746. Google Scholar logo with link to Google Scholar
Li, S. (2015). The Associations between language aptitude and second language grammar acquisition: A meta-analytic review of five decades of research. Applied Linguistics, 36, 385–408. Google Scholar logo with link to Google Scholar
Linck, J.A., Hughes, M.M., Campbell, S.G., Silbert, N.H., Tare, M., Jackson, S.R., Smith, B.K., Bunting, M.F., & Doughty, C.J. (2013). Hi-LAB: A new measure of aptitude for high-level language proficiency. Language Learning, 63, 530–566. Google Scholar logo with link to Google Scholar
MacWhinney, B. (2001). The competition model: The input, the context, and the brain. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 69–90). Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
(2005). A unified model of language acquisition. In J.F. Kroll & A.M.B. De Groot (Eds.), Handbook of Bilingualism: Psycholinguistic Approaches (pp. 49–67). Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Meara, P. (2005). LLAMA Language Aptitude Tests: The Manual. Lognostics: University of Swansea. <[URL]>
Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition (pp. 407–452). Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Miyake, A., & Friedman, N.P. (1998). Individual differences in second language proficiency: Working memory as language aptitude. In A.F. Healy & L.E. Bourne (Eds.), Foreign language learning: Psycholinguistic studies on training and retention (pp. 339–364). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Rebuschat, P. (2013). Measuring implicit and explicit knowledge in second language research. Language Learning, 63, 595–626. Google Scholar logo with link to Google Scholar
Robinson, P. (1995). Learning simple and complex rules under implicit, incidental, rule-search, and instructed conditions. Studies in Second Language Acquisition, 18, 27–67. Google Scholar logo with link to Google Scholar
(2007). Aptitudes, abilities, contexts and practice. In R.M. DeKeyser (Ed.), Practice in second language learning: Perspectives from applied linguistics and cognitive psychology (pp. 256–286). Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Sasaki, M. (1996). Second language proficiency, foreign language aptitude, and intelligence. Quantitative and qualitative analyses. New York, NY: Peter Lang.Google Scholar logo with link to Google Scholar
Skehan, P. (1982). Memory and motivation in language aptitude testing. Unpublished PhD dissertation, University of London.Google Scholar logo with link to Google Scholar
(1986). Where does language aptitude come from? In P. Meara (Ed.), Spoken language (pp. 95–113). London: Centre for Information on Language Teaching.Google Scholar logo with link to Google Scholar
(1989). Individual differences in second language learning. London: Edward ArnoldGoogle Scholar logo with link to Google Scholar
Skehan P. (1996). A framework for the implementation of task based instruction. Applied Linguistics, 17, 38–62. Google Scholar logo with link to Google Scholar
Skehan, P. (1998). A cognitive approach to language learning. Oxford: OUP.Google Scholar logo with link to Google Scholar
(2002). Theorising and updating aptitude. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 69–94). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
(2012). Language aptitude. In S. M. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 381–395). New York, NY: Routledge.Google Scholar logo with link to Google Scholar
(2013a). Nurturing noticing. In J.M. Bergsleithner, S.N. Frota, & J. Yoshioka (Eds.), Noticing and second language acquisition: Studies in honor of Richard Schmidt (pp. 169–180). Honolulu, HI: University of Hawaii Press.Google Scholar logo with link to Google Scholar
(2013b). Carroll, John B. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. New York, NY: John Wiley & Sons.Google Scholar logo with link to Google Scholar
(2014a). Limited attentional capacity, second language performance, and task-based pedagogy. In P. Skehan (Ed.), Processing perspectives on task performance (pp. 211–260). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
(2015). Foreign language aptitude and its relationship with grammar: A critical overview. Applied Linguistics, 36, 367–384. Google Scholar logo with link to Google Scholar
Spadaro, K. (2013). Maturational constraints on lexical acquisition in a second language. In G. Granena & M. H. Long (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 43–68). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Ullman, M.T. (2005). A cognitive neuroscience perspective on second language acquisition: The declarative/ procedural model. In C. Sanz (Ed.), Mind and context in adult second language acquisition: Methods, theory and practice (pp. 141–178). Washington, DC: Georgetown University Press.Google Scholar logo with link to Google Scholar
Wen, Z. (2012). Working memory and second language learning. International Journal of Applied Linguistics, 22, 1–22. Google Scholar logo with link to Google Scholar
Wang, Z. (2014). On-line time pressure manipulations: L2 speaking performance under five types of planning and repetition conditions. In P. Skehan (Ed.), Processing perspectives on task performance (pp. 27–62). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Wesche, M. B. (1981). Language aptitude measures in streaming, matching students with methods, and diagnosis of learning problems. In K. C. Diller (Ed.), Individual differences and universals in language learning aptitude (pp. 119–154). Rowley, MA: Newbury House.Google Scholar logo with link to Google Scholar
Wray, A. (2008). Formulaic language: Pushing the boundaries. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Cited by (34)

Cited by 34 other publications

Bakkouche, Linda & Kazuya Saito
2025. Effects of auditory processing, memory, and experience on early and later stages of second language speech learning. Second Language Research DOI logo
Zhou, Yang
2025. Aptitude, Anxiety, and Success in L2 Speech Development: A Longitudinal Study of Chinese EFL College-Level Learners. Language and Speech 68:2 ► pp. 437 ff. DOI logo
Chingchit, Ornuma
2024. The contribution of written corrective feedback and its association with working memory on the development of EFL learners’ English plurals. Language Teaching Research DOI logo
Huang, Yan, Dingyi Li, Jingzhi Ma, Xinyun Ji & Chang Zhou
2024. Bilinguals outperform trilinguals in implicit language aptitude: the mediating role of selective attention. Journal of Multilingual and Multicultural Development ► pp. 1 ff. DOI logo
Huang, Yan, Mengmeng Wang & Hengyi Rao
2024. Working memory as a partial mediator of the relationship between multilingualism and foreign language aptitude. International Journal of Multilingualism 21:1 ► pp. 18 ff. DOI logo
Iizuka, Takehiro & Robert DeKeyser
2024. Scrutinizing LLAMA D as a measure of implicit learning aptitude. Studies in Second Language Acquisition 46:1 ► pp. 28 ff. DOI logo
Roehr‐Brackin, Karen, Karolina Baranowska, Renato Pavlekovic & Paweł Scheffler
2024. The role of individual learner differences in explicit language instruction. The Modern Language Journal 108:4 ► pp. 815 ff. DOI logo
Sun, Hui, Kazuya Saito & Jean‐Marc Dewaele
2024. Cognitive and Sociopsychological Individual Differences, Experience, and Naturalistic Second Language Speech Learning: A Longitudinal Study. Language Learning 74:1 ► pp. 5 ff. DOI logo
Öztekin, Elifcan & Ecehan Candan
2024. The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English. International Review of Applied Linguistics in Language Teaching 62:2 ► pp. 693 ff. DOI logo
Sato, Yusuke
2023. The relationships between individual differences in working memory and language analytical ability and the effectiveness of different types of corrective feedback. Journal of Second Language Studies 6:1 ► pp. 183 ff. DOI logo
Kissling, Elizabeth Maria & Taylor Arnold
2022. Preliminary evidence that applied cognitive linguistics is effective for novice learners regardless of their individual differences. Language Teaching Research DOI logo
Roehr-Brackin, Karen
2022. Investigating explicit and implicit L2 knowledge and learning: Replications of Erlam (2005) and Roehr-Brackin and Tellier (2019). Language Teaching 55:2 ► pp. 271 ff. DOI logo
Sok, Sarah & Hye Won Shin
2022. INVESTIGATING THE ROLE OF COGNITIVE VARIABLES IN SECOND LANGUAGE LEARNERS’ LISTENING COMPREHENSION: APTITUDE AND METACOGNITIVE AWARENESS. International Journal of Listening 36:2 ► pp. 138 ff. DOI logo
Suzuki, Yuichi, Satoko Yokosawa & David Aline
2022. The role of working memory in blocked and interleaved grammar practice: Proceduralization of L2 syntax. Language Teaching Research 26:4 ► pp. 671 ff. DOI logo
TEIMOURI, YASSER, FARHAD TABANDEH & SOMAYEH TAHMOURESI
2022. The Hare and the Tortoise: The Race on the Course of L2 Learning. The Modern Language Journal 106:4 ► pp. 764 ff. DOI logo
Zhang, Weiwei, Meijuan Zhao & Ye Zhu
2022. Understanding Individual Differences in Metacognitive Strategy Use, Task Demand, and Performance in Integrated L2 Speaking Assessment Tasks. Frontiers in Psychology 13 DOI logo
Cao, Thuy Hong, Jae Yup Jung & Susen Smith
2021. The Career Intentions of Gifted English as a Foreign Language High School Students in Vietnam. Gifted Child Quarterly 65:3 ► pp. 262 ff. DOI logo
Doughty, Catherine J. & Alison Mackey
2021. Language aptitude: Multiple perspectives. Annual Review of Applied Linguistics 41 ► pp. 1 ff. DOI logo
Kim, Ji Hyun
2021. The relative effect of recasts on L2 Korean learners’ accuracy development of two different forms and its relationship with language analytic ability. Language Teaching Research 25:3 ► pp. 451 ff. DOI logo
Saito, Kazuya, Yui Suzukida, Mai Tran & Adam Tierney
2021. Domain‐General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study. Language Learning 71:3 ► pp. 669 ff. DOI logo
Suzukida, Yui
2021. The Contribution of Individual Differences to L2 Pronunciation Learning: Insights from Research and Pedagogical Implications. RELC Journal 52:1 ► pp. 48 ff. DOI logo
Wen, Zhisheng (Edward) & Peter Skehan
2021. Stages of Acquisition and the P/E Model of Working Memory: Complementary or contrasting approaches to foreign language aptitude?. Annual Review of Applied Linguistics 41 ► pp. 6 ff. DOI logo
Blake, John
2020. Intelligent CALL. In New Technological Applications for Foreign and Second Language Learning and Teaching [Advances in Educational Technologies and Instructional Design, ], ► pp. 1 ff. DOI logo
Kourtali, Nektaria‐Efstathia & Andrea Révész
2020. The Roles of Recasts, Task Complexity, and Aptitude in Child Second Language Development. Language Learning 70:1 ► pp. 179 ff. DOI logo
Zalbidea, Janire & Cristina Sanz
2020. Does learner cognition count on modality? Working memory and L2 morphosyntactic achievement across oral and written tasks. Applied Psycholinguistics 41:5 ► pp. 1171 ff. DOI logo
Cox, Jessica G., Julianna M. Lynch, Najee Mendes & ChengCheng Zhai
2019. On Bilingual Aptitude for Learning New Languages: The Roles of Linguistic and Nonlinguistic Individual Differences. Language Learning 69:2 ► pp. 478 ff. DOI logo
Curcic, Maja, Sible Andringa & Folkert Kuiken
2019. The Role of Awareness and Cognitive Aptitudes in L2 Predictive Language Processing. Language Learning 69:S1 ► pp. 42 ff. DOI logo
Robinson, Peter
2019. Aptitude in Second Language Acquisition. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff. DOI logo
Suzuki, Yuichi
2019. Individualization of practice distribution in second language grammar learning. Journal of Second Language Studies 2:2 ► pp. 169 ff. DOI logo
Suzuki, Yuichi
2021. Individual differences in memory predict changes in breakdown and repair fluency but not speed fluency: A short-term fluency training intervention study. Applied Psycholinguistics 42:4 ► pp. 969 ff. DOI logo
Suzuki, Yuichi
2021. Individualization of practice distribution in second language grammar learning. In Aptitude-Treatment Interaction in Second Language Learning [Benjamins Current Topics, 116], ► pp. 5 ff. DOI logo
YILMAZ, YUCEL & GISELA GRANENA
2019. Cognitive Individual Differences as Predictors of Improvement and Awareness Under Implicit and Explicit Feedback Conditions. The Modern Language Journal 103:3 ► pp. 686 ff. DOI logo
Saito, Kazuya
2017. Effects of Sound, Vocabulary, and Grammar Learning Aptitude on Adult Second Language Speech Attainment in Foreign Language Classrooms. Language Learning 67:3 ► pp. 665 ff. DOI logo
Suzuki, Yuichi & Robert DeKeyser
2017. The Interface of Explicit and Implicit Knowledge in a Second Language: Insights From Individual Differences in Cognitive Aptitudes. Language Learning 67:4 ► pp. 747 ff. DOI logo

This list is based on CrossRef data as of 15 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue