Aptitude

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Language-learning aptitude is often thought of as what is assessed by language aptitude tests. These tests address such cognitive abilities as making correspondences between sound and symbol, auditory discrimination (between sounds), native-language vocabulary, memorization, and linguistic analysis, especially inferring grammatical patterns from information provided on the test. Some of these non-tested factors are related to personality, learning style, and emotional factors, which are treated in subsequent chapters in this volume. These are not traditionally considered aptitude factors at all, yet they have much to do with language-learning success. Among these, tolerance of ambiguity (especially comforting in situations where you cannot understand everything) is a major element in language learning both inside and outside the classroom. With a greater tolerance of ambiguity, that learner would be more likely to keep listening until more information comes in and permits a good guess at the likely meaning. Similarly, a learner who tolerates ambiguity would be more likely to try out a response even knowing that it might not be exact. The most general definition of aptitude is  “it consists of relatively stable factors within an individual that promote successful language learning”. The best-known test for language aptitude is the Modern Language Aptitude Test it is used in universities and in the government for a variety of purposes, including selection for classes.  Aptitude tests provide valuable information about learner ability to cope with language learning, especially in classrooms. Aptitude tests can provide considerable data about an individual’s learning skills and learning styles. The MLAT, for example, evaluates skills and abilities related to auditory memory, making inferences, focusing on what is most important, cognitive restructuring of information, sensitivity to grammatical structure, and effective rote learning. In looking at your language-learning ability, think about all of your assets, not just the ones that show up on aptitude and classroom tests. Do you think fast on your feet? Are you good at making others understand what you want to say, even if it is not completely grammatically accurate? Do you listen well? Are you confident in your ability to solve problems, practical as well as academic? Language learning is not an arcane science, but it does take thinking, work, and planning. The important thing to remember is that a language aptitude score is not an infallible diagnosis of whether or not you can or should learn a foreign language. Look at the skills required to do well on an aptitude test: holding sounds in short-term memory, comparing sounds and letters, understanding how grammar works, understanding how words are formed, and the like.

All these things can be learned. Almost invariably, someone who has studied four to five languages does well on aptitude tests. Why? Because they have acquired these skills while learning the various languages. Not having these skills can hold you back, so finding out which of the skills you lack and developing that skill will go a long way not just to increasing your aptitude score but also and more important to improving your classroom and out-of-class performance. Many of the topics in this book are aimed at helping you do just this.


Bibliography:

1.       Brown, H.D. (2000): Principles of Language Learning and Teaching. White Plains, NY: Addison Wesley Longman, Inc. Gass,
2.       S.M. I L. Selinker. (2008): Second Language Acquisition. An Introductory Course. New York: Routledge. VanPatten,
3.       Leaver, B.L; Ehrman, M; Shekhtman, B. (2005): Achieving Success in Second Language Acquisition. CUP
4.       B. i J. Williams. (red.) 2007: Theories in Second Language Acquisition. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
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