Aptitude, phonological memory, and second language proficiency in nonnovice adult learners

Abstract

This study explores the relationship between aptitude, phonological memory (PM), and second language (L2) proficiency in nonnovice adult learners of English as an L2. Native speakers of French (N = 77) enrolled in a university Teaching English as a Second Language program were the participants in the study. Exploratory factor analysis revealed three main factors corresponding to the variables examined: L2 proficiency, aptitude, and PM. Multiple regression analyses revealed aptitude subtests and PM together predicted 29% of the variance in L2 proficiency. Additional regression analyses carried out on lower and higher proficiency subgroups, created by a median split on proficiency scores, revealed that none of the variables predicted L2 proficiency in the higher proficiency subgroup. PM remained as a significant predictor for the lower proficiency subgroup, extending the pattern of results found elsewhere in younger populations to adult nonnovice L2 learners.Individuals differ remarkably in their ability to master a second language (L2). A number of variables have been studied in view of determining whether they play a role in L2 learning ability. Such variables include age, personality, aptitude, motivation, attitude, cognitive, and learning style. Of these, language-learning aptitude has been cited as playing a particularly important role (e.g., Gardner & MacIntyre, 1992;Skehan, 1989) and has been described as "one of the most promising areas of SLA [second language acquisition] research" (Dornyei, 2005, p. 63). The traditional concept of aptitude allowed for its global measurement by means of a battery of tests, but it is likely that additional cognitive abilities not specifically measured by such tests also differentiate talented language learners. An aspect of working memory (WM) known as phonological memory (PM) can be considered as one such distinct aspect of cognitive functioning that may play a role in L2 proficiency. The objective of this study was to examine traditional aptitude test components and PM and the relationship these variables might have with L2 proficiency in nonnovice learners.

Sing Chinese and tap Tagalog? Predicting individual differences in musical and phonetic aptitude using language families differing by sound-typology

“…Similarly, Robinson (2002) stresses WM as a potential component of aptitude in his model of so-called aptitude complexes. In line with this, another study by Hummel (2009) investigated the interrelation between language aptitude and phonological WM and observed that WM plays a central role in processing acoustic and auditory input. Illustrating that, the faster individuals process, retain, and repeat new phonetic material, the better they are in processing and dealing with unfamiliar sound patterns in a language that is being learned.…”

Differences in Attainment and Performance in a Foreign Language: The Role of Working Memory Capacity

“…In contrast, Hummel (2009) provides evidence of lack of correlations between an aspect of working memory (specifically phonological short term memory) and the aptitude components measured in the MLAT by means of the three subtests (paired associates, spelling clues, and words in sentences). Hummel underscores the distinct nature of skills underlying these measures.…”

Can Working Memory and Inhibitory Control Predict Second Language Learning in the Classroom?

“…Drawing from theoretical developments in the field of cognitive psychology, there has been increased interest in examining how WM contributes to language aptitude (see Dornyei, 2006;Hummel, 2009;Miyake & Friedman, 1998).…”