The Construct Validity of Language Aptitude

Abstract

A meta-analysis was conducted to examine the construct validity of language aptitude by synthesizing the existing research that has been accumulated over the past five decades. The study aimed to provide a thorough understanding of the construct by aggregating the data reported in the primary research on its correlations with other individual difference variables and with second language (L2) achievement. A total of 66 studies were retrieved that contributed effect sizes based on 109 unique samples and 13,035 foreign language learners. The results revealed that (1) aptitude was independent of other cognitive and affective factors: it was distinct from motivation, had a negative correlation with anxiety, and overlapped with, but was distinguishable from, intelligence; (2) executive working memory was more strongly associated with aptitude and aptitude components than phonological short-term memory; (3) aptitude measured using full-length tests was a strong predictor of general L2 proficiency, but it had low predictive validity for vocabulary learning and L2 writing; and (4) different aptitude components demonstrated differential predictive validity for different aspects of learning. The findings are useful for tackling a number of conundrums surrounding language aptitude and shed light on how to reconceptualize the construct and reorient the research.

Aptitude, Experience, and Second Language Pronunciation Proficiency Development in Classroom Settings

“…To date, the existing literature comprises of a wealth of cross-sectional investigations on the role of aptitude in L2 lexicogrammar learning (see Li, 2016 for a meta-analysis). However, comparatively less is known about influence aptitude has on the development of L2 pronunciation proficiency, particularly from a longitudinal perspective.…”

Examining the LLAMA aptitude tests

“…For a more in-depth look at the history of language learning aptitude research see Skehan (2016). Li (2016) carried out a meta-analysis of 66 studies examining the construct validity of language learning aptitude. He concluded that aptitude was independent of other individual differences like motivation (contra Pimsleur, 1966) and classroom anxiety (indeed Sparks and Patton (2013) suggested that low aptitude may cause classroom anxiety).…”

“…In addition to the general findings regarding aptitude that arise from Li's (2016) meta-analysis, the range of aptitude tests and the variety of assumptions they make about the concept or construct of aptitude is clearly evident. One of these tests is the LLAMA test battery developed by Meara (2005).…”

Effects of Sound, Vocabulary, and Grammar Learning Aptitude on Adult Second Language Speech Attainment in Foreign Language Classrooms

“…These studies have generally indicated that aptitude is strongly related to L2 learners’ short‐term success, especially in the initial stages of L2 learning, and in foreign language classroom settings. More recently, L2 aptitude researchers have begun to conceptualize aptitude as a multifaceted (rather than singular) construct (e.g., distinguishing between explicit and conscious vs. implicit and incidental language learning aptitudes), resulting in the redevelopment and validation of aptitude test batteries (for comprehensive reviews, see Li, , and Skehan, , ). For example, Linck et al.’s () Hi‐LAB, consisting of 11 computer‐delivered cognitive tasks, was designed to test various areas of cognitive and perceptual aptitude spanning executive functioning in working memory, phonological short‐term memory, associative memory, long‐term memory retrieval, implicit learning, processing speed, and auditory perceptual acuity.…”