Modified Input, Language Aptitude and the Acquisition of Word Meanings

Nagata, Hirota; Aline, David; Ellis, Rod

doi:10.1075/sibil.17.09nag

Cited by 17 publications

(16 citation statements)

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“…A further study of the effects of increasing reasoning demands of L2 narrative tasks (Robinson, 2003b, in press a) has also found that, as tasks increase in complexity, so learners increasingly incorporate premodified L2 input available in the task materials into their own production. Related to this, Nagata, Aline, and Ellis (1999) found that learners higher in MLAT measures of aptitude benefit more from provision of premodified input during listening comprehension activities (as measured by the extent of pre-posttest gain in relevant vocabulary retention) than learners lower in MLAT aptitude. It remains to be seen whether findings for greater uptake and learning from premodified input on complex relative to simple versions of tasks found in Robinson (2003b, in press a) may also be related to individual differences in cognitive abilities, and thereby contribute to aptitude for task-based learning.…”

Section: Aptitude and L2 Acquisition 57mentioning

confidence: 88%

Aptitude and Second Language Acquisition

Robinson¹

2005

Ann Rev Appl Linguist

219

159

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Recent second language acquisition (SLA) research into the cognitive abilities implicated in implicit, incidental, and explicit learning, and in learning and performance on tasks differing in their information processing demands has prompted new theoretical frameworks for conceptualizing L2 aptitude. This research is reviewed and related to measures of abilities operationalized in existing aptitude tests, as well as to measures of abilities that are the focus of more recent research in cognitive psychology. Finally, prospects for developing aptitude tests to serve the purposes of predicting both early and advanced level language learning success are discussed in the light of the SLA findings and aptitude frameworks reviewed.

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Section: Aptitude and L2 Acquisition 57mentioning

confidence: 88%

Aptitude and Second Language Acquisition

Robinson¹

2005

Ann Rev Appl Linguist

219

159

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“…First, in some of the studies, explicit efforts had been made to minimize the impact of the pretest. For example, Nagata, Aline, and Ellis (1999) conducted the pretest three months before the treatment "to ensure that the subjects did not pay focused attention to the lexical items when they performed the task" (p. 140). Montero Perez et al (2014) told their participants "that such tests are typically administered at the beginning of the academic year" (p. 126).…”

Section: Gain Scoresmentioning

confidence: 99%

A Meta‐Analysis and Meta‐Regression of Incidental Second Language Word Learning from Spoken Input

Vos

Schriefers²,

Nivard

et al. 2018

Language Learning

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We meta‐analyzed the effectiveness of incidental second language word learning from spoken input. Our sample contained 105 effect sizes from 32 primary studies employing meaning‐focused word‐learning activities with 1,964 participants with typical cognitive functioning. The random‐effects meta‐analysis yielded a mean effect size of g = 1.05, reflecting generally large vocabulary gains from spoken input in meaning‐focused activities. A meta‐regression with three substantive and two methodological predictors also revealed that adult participants outperformed children in terms of word learning and that interactive learning tasks were more effective than noninteractive ones. Furthermore, learning scores were higher when measured with recognition than with recall tests. Methodologically, the use of a no‐input control group seemed to protect against an overestimation of learning effects, evidenced by smaller effect sizes. Finally, whether a pretest–posttest design was used did not influence effect sizes. All data and the analysis script are publicly available. Open Practices This article has been awarded an Open Data badge. All data and the analysis script are publicly accessible via the Open Science Framework at https://osf.io/92vfw. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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“…According to the classic model of language learning aptitude developed by John B. Carroll (Carroll 1990;Carroll and Sapon 2002), inductive language learning ability and grammatical sensitivity are two of the four constituent abilities of aptitude (Nagata et al 1999;de Bot et al 2005; Dö rnyei 2005): 1 phonetic coding ability, i.e. the ability to identify and remember sounds in the L2; 2 grammatical sensitivity, i.e.…”

Section: L2 Proficiency Metalinguistic Knowledge and Language-analymentioning

confidence: 99%

Metalinguistic Knowledge and Language Ability in University-Level L2 Learners

Roehr¹

2008

Applied Linguistics

127

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Existing research indicates that instructed learners' L2 proficiency and their metalinguistic knowledge are moderately correlated. However, the operationalization of the construct of metalinguistic knowledge has varied somewhat across studies. Metalinguistic knowledge has typically been operationalized as learners' ability to correct, describe, and explain L2 errors. More recently, this operationalization has been extended to additionally include learners' L1 language-analytic ability as measured by tests traditionally used to assess components of language learning aptitude. This article reports on a study which employed a narrowly focused measure of L2 proficiency and incorporated L2 language-analytic ability into a measure of metalinguistic knowledge. It was found that the linguistic and metalinguistic knowledge of advanced universitylevel L1 English learners of L2 German correlated strongly. Moreover, the outcome of a principal components analysis suggests that learners' ability to correct, describe, and explain highlighted L2 errors and their L2 languageanalytic ability may constitute components of the same construct. The theoretical implications of these findings for the concept of metalinguistic knowledge in L2 learning are considered.

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Modified Input, Language Aptitude and the Acquisition of Word Meanings

Cited by 17 publications

References 0 publications

Aptitude and Second Language Acquisition

Aptitude and Second Language Acquisition

A Meta‐Analysis and Meta‐Regression of Incidental Second Language Word Learning from Spoken Input

Metalinguistic Knowledge and Language Ability in University-Level L2 Learners

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