The Robustness of Aptitude Effects in Near-Native Second Language Acquisition

Abstract

Results from a number of recent studies suggest that nativelike adult second language (L2) learners possess a high degree of language learning aptitude, the positive effects of which may have compensated for the negative effects of a critical period in these learners. According to the same studies, child learners seem to attain a nativelike command of the L2 regardless of high or low aptitude, which has led researchers to conclude that this factor plays no role in early acquisition. The present study investigates the L2 proficiency and language aptitude of 42 near-native L2 speakers of Swedish (i.e., individuals whom actual mother-tongue speakers of Swedish believe are native speakers). The results confirm previous research suggesting that a high degree of language aptitude is required if adult learners are to reach a L2 proficiency that is indistinguishable from that of native speakers. However, in contrast to previous studies, the present results also identify small yet significant aptitude effects in child SLA. Our findings lead us to the conclusions that the rare nativelike adult learners sometimes observed would all turn out to be exceptionally talented language learners with an unusual ability to compensate for maturational effects and, consequently, that their nativelikeness per se does not constitute a reason to reject the critical period hypothesis.

Contributions of Grand Linguistic Theories to Second Language Acquisition Research and Pedagogy

“…This shows that the age effects have a significant interaction with other variables as far as L2 acquisition is concerned. This conclusion has been supported by other researchers investigating age effects on L2 acquisition (e.g., Abrahamsson & Hyltenstam, 2008).…”

Examining the LLAMA aptitude tests

“…However, Linck et al (2013) argued that phonological short-term memory was of relevance to advanced learners, suggesting that different aspects of memory or aptitude may be relevant at different ages (cf. Abrahamsson and Hyltenstam, 2008;Muñoz, 2014). In an attempt to bring together these different aspects of (working/short-term) memory, Wen (2016) has proposed the "Integrated Approach" in which phonological working memory is a "language learning device" and executive working memory is involved with "language processes" (Wen, 2016, p. 147).…”

“…Abrahamsson & Hyltenstam, 2008;Muñoz, 2014). Although the LLAMA tests were not originally designed for use with children, it seems appropriate to investigate the use of these tests with younger populations.…”

Interference Phenomena in Mastering Foreign Languages and the Methods of Preventing Them

“…In scientific and methodological research about bilingualism we can come across the opinions that learning a foreign language in childhood can promote to native like language acquisition because the individuals at an early age perceive the skills of the second language unconsciously and have fewer problems with the phenomena of interference (Abrahamsson & Hyltenstam, 2008). There are also opinions that parallel learning of two languages when the bilingual is disposed to the influence of both languages simultaneously, makes the child less mentally capable, leads to logopaedic problems, as speaking two languages alternately the child starts confusing them and loses confidence in both language environments (Byers-Heinlein & Lew-Williams, 2013).…”