For the latter experimental group, besides that the error was also pointed out as well as a correct element was supplied, the metalinguistic explanation was also given. University of British Columbia 1992 A THESIS SUBMITTED IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in the Department of Linguistics O Caroline Morgan 2003 SIMON FRASER UNIVERSITY Also aiming to examine the connection between language aptitude and L2 domain, Granena and Long (2012) did a study with L1 Chinese moving to Spain. Motivation and attitude provide primary impetus to initiate learning language 2 (hereafter L2) and later the driving force to sustain the long and often tedious learning process. Although the reviewed studies sharing things in common as well as differences, it is undeniable that understanding language learners’ aptitude profile will be beneficial for L2 instructors in terms of choosing appropriate instructional approaches. Moreover, three reviewed studies were conducted in EFL context, only one group of Smemoe and Haslam (2012) was learners in ESL context. The learners were divided into three groups receiving different teaching methods: deductive instruction, inductive instruction, and structured input instruction. People have attitudes/feelings/beliefs about language in general, their language, and the language of other people. Disclaimer: This work has been submitted by a student. In other words, these studies suggested that learners who had missed the CHP were required to have high level of language aptitude in order to reach a definite level of success in language learning. It was commonly known that late language learners who missed CPH required to have high level of aptitude to succeed in learning a foreign language, whereas the impacts were not clearly found in young learners. The first point relates to language aptitude measurement. In one of the variables to investigate the matched versus mismatched analytical participants, Wesche (1981) conducted the achievement test with oral expression ability. Each participant was asked to complete MLAT, the working memory span test, the motivation questionnaire, SILL test to measure strategy usage. Then, they were asked to translate fifteen numbers into English. Also, in demanding GJT task, Abrahamsson and Hyltenstam (2009) pointed out that even young learners felt to be “short of actual nativelikeness”, suggesting the possibility of the interaction between language aptitude and young learners. We're here to answer any questions you have about our services. (The first is age at which language learning begins.) aptitude in second language learning. Therefore, with the aim to bridge the gap and clarify the development of issues of language aptitude, this paper begins by providing details of the two main studies. Also, according to Meisel (2009), early maturational changes affected on some structures relating to inflectional morphology (for instance gender, number, and subject-verb agreement). Apart from the role that intellectual capacity and language aptitude play in a second or foreign language learning (Gardner & Lambert, 1972 cited in Xu 2008), motivation is a major factor in the successful study of language acquisition. It could be noticed that the well-known language aptitude tests MLAT (Carroll & Sapon, 1959) and LAB (Pimsleur, 1966) were utilized in the two articles. Conducted nearly three decades later, Hwu and Sun’s (2012) study was different from Wesche’s (1981) article in a way that Hwu and Sun (2012) were interested in examining how language aptitude mediated the effectiveness of instructional methods. More specifically, Dekeyser (1993) explored how variables of previous achievement, language aptitude, anxiety, and motivation had impacts on oral feedback. For this perception, Grigorenko (2000) proposed a new test type which captured different abilities in comparison with Carroll and Sapon (1959). All work is written to order. Besides LLAMA, Granena (2014) also used two types of GJT tests, consisting of speeded-response auditory GJT and non-speeded response one. For those who performed well on memory, auditory, and phonetic coding abilities were categorized into group receiving functional approach. For the inductive and structured input instruction groups, Erlam (2005) proved that these two methods were beneficial to learners with high analytical ability and the evident correlations were shown in their written performance. Also, Sheen’s (2007) result suggested that high analytic ability learners were beneficial from both types of feedback. Through-out these studies, the degree of variability in achievement attributed to aptitude varies ac-cording to factors such as the type of achieve-ment measure used (Gardner, 1960; Gardner and Lambert, 1972). Secondly, the studies conducted between Wesche (1981) and Hwu and Sun (2012) have shed light to specific effectiveness of different instructional methods. Overall, the example of Wesche (1981) clearly pointed out the practical and educational purposes of language aptitude test. Also, Erlam (2005) suggested that structured-input instruction was beneficial for learners with good working memory capacity regarding target feature production. Secondly, it allowed learners to process and connect temporarily-stored information with previously-stored ones. Also, it provided a variety of tools for researchers to operationalize the language aptitude construct; MLAT has no longer been the only choice. Then, the development of aptitude and its operationalization is explored. Lastly, working memory played a role of controlling where to direct perceptual attention and had influence on what had been temporarily-stored or rehearsed. The results from Hwu and Sun’s (2012) study pointed out four main findings. Rowley, MA: Newbury House. First and foremost, despite the fact that the construct of language aptitude and its operationalization was well-understood in some extent, the validity of the tests capturing learners’ language aptitude is still challenging. Furthermore, the participants were asked to complete Grammatical Judgement Task (GJT). For this reason, the connection between language learners’ aptitude and their L2 speaking ability is reviewed. The findings ranged from general benefits of oral feedback to high aptitude learners (Dekeyser, 1993; Havranek & Cesnik, 2001) to details benefits of written corrective feedback and learners with high analytic ability (Sheen, 2007; Yilmaz, 2013). Secondly, recasts were reported either work with low WMC learners or high LAA learners in plural feature. The second hypothesis is that such factors relate directly to acquisition and only indirectly to conscious learning. There are several studies in which motivation and language aptitude were reported as factors influencing language learning. The results from Wesche’s (1981) seminal article demonstrated that the participants expressed satisfaction with the teaching approach they had been assigned to in general. More specifically, many tests have been developed to capture learners’ language aptitude. Besides these two major types of tests, CANAL-F test and LLMA test are also utilized to measure language aptitude in many studies, for instance Erlam (2005) and Winke (2013). This finding leads to a conclusion that although there was association between late-learners’ aptitude and their L2 proficiency in terms of being near-nativeness, the effects of language aptitude could not be generalized to all actual, nativelike intuition. It is considered that teaching speaking strategies is necessary; however, providing low aptitude learners with a variety of speaking strategies can be beneficial to help them improve the skill in a context which they do not have a lot of opportunities to communicate with native speakers. You can view samples of our professional work here. However, Smemoe and Haslam’s (2012) study indicated several interesting findings. However, the findings of Abrahamsson and Hyltenstam (2009) and Granena (2014) pointed out evidence which language aptitude also interacted with young learners in some special grammar features, although more studies would be necessary to clarify this point. In terms of means to measure language learners’ working memory capacity, different types of tests have been utilized, such as span tasks, nonword repetition tasks, and so on (Skehan, 2013). However, the perspectives of memory have experienced dramatical changes over time. Instead, it showed the relevance before the critical period as well. Also, Harley and Hart’s (1997) result suggested that early immersion learners tended to depend on memory, while their counterpart – late immersion group showed clear evidence on analytic ability. Cognitive Ability for Novelty in Language Acquisition-Foreign (CANAL-F test). Initially, it was reported that early learners showed more evidence in memory while late learners strongly showed the ability of language analysis (analytic ability). Also, auditory ability of Pimsleur (1996) was similar to Carroll and Sapon’s (1985) phonetic coding ability (Dörnyei & Ryan, 2015). Particularly, Kormos and Safar (2008) examined the relationship between phonological short-term memory, working memory capacity, and learners’ Cambridge test performance. In short, the previously reviewed studies have strengthened the importance of working memory, a component of language aptitude, in SLA. First, the analysis revealed that the ESL-high-aptitude learners and EFL-low-aptitude learners tended to use practicing and hypothesis testing strategies in comparison with ESL-low-aptitude and EFL-high-aptitude ones, which was explained as the different role that language aptitude played in the two learning contexts. Foreword by Rod Ellis. Reference this. In other words, the measurement of foreign language ability has changed over time and the role of working memory was attached to the notion of language aptitude. Experience tells us that some people learn a second or foreign language with greater ease, more quickly, or with apparently better results than others. The AERA publication rates aptitude as more important than contextual factors, which include teaching method, textbook used, or teacher quality. Taking language aptitude into consideration, in the much-cited seminal article, Wesche (1981) measured language aptitude of the participant who were federal public servants and matched them with appropriate training situations. The purpose of Wesche’s (1981) seminal article was to match adult learners with suitable training approaches depending on their language aptitude. Thus far, it could be observed that a number of findings have been found regarding language aptitude, drawing the line for pedagogical implications and future directions. 119–154). Second language attitude refers to acquirers' orientations toward speakers of the target language, as well as personality factors. Carroll’s Four Components of Language AptitudePhonetic coding ability – ability to perceive and remember distinct sounds and their associated symbolsGrammatical sensitivity – ability to recognize the function of a lexical element in a sentenceRote learning ability – ability to learn and retain associations between words in a new language and their meaning in EnglishInductive learning ability – ability to infer or induce rules governing the structure of a language. PLAB (Pimsleur Language Aptitude Battery). More specifically, Erlam (2005) examined the relationship between three instructional approaches (deductive, inductive, and structured input instruction) and language aptitude of the participants studying L2 French in New Zealand. With the same data set of Hwu and Sun (2012), Hwu, Pan, & Sun’s (2014) was conducted with similar aim of exploring the interaction between language aptitude and instructional approaches. For the third point, although the participants of Wesche’s (1981) article as well as Hwu and Sun’s (2012) study were all adults, the interaction between language aptitude and learners’ ages is also worth tracing. However, in Havranek and Cesnik’s (2001) study, oral correction did not only come from the teacher; correction from peers was also counted. From the opposite viewpoints of Pimsleur (1996) and Gardner and MacIntyre (1992), it was controversial whether motivation should be a component of language aptitude or not. Language learners’ attitudes towards the language and its speakers greatly influence the language learning process and the learning outcomes. Also, Hummel (2009) explored the impacts of phonological memory on L2 proficiency. In other words, from the view of connection between language aptitude and feedback, Dekeyser’s (1993) provided some positive correlation between these two factors. With the same focus on language aptitude components, Winke (2013) found that rote memory contributes the most and working memory the least in language aptitude. This finding of Granena (2014)’s study was also in line with that of Abrahamsson and Hyltenstam (2009)’s article, in which language aptitude was proved to affect not only late learners but also young ones. Thirdly, reviewed studies showed that language aptitude plays a role in late language learners’ success. Conducted many years later and sharing some differences from the seminal article of Wesche (1981), Hwu and Sun’s (2012) study was done to investigate how language aptitude could mediate the effects of language instruction. Four main findings not categorize corrective feedback was effective to ESL learners in language aptitude in second language learning area, and analytical ability were., Arnold, Nottingham, Nottinghamshire, NG5 7PJ especially, the also. 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