Early conceptions of aptitude were concerned with explicit learning abilities in formal learning settings, which according to MLAT (Modern Language Aptitude Test) were measurable based on a phonemic coding ability, an inductive learning ability, an associative memory, and a grammatical sensitivity (Carroll, 1962). However, recent understanding on…

In the present study, we examine the roles of 1) explicit information about language provided to learners prior to treatment and 2) aptitude (specifically grammatical sensitivity) within Processing Instruction. Forty-two learners of Spanish in their third-semester of study were divided into two groups: those who received explicit information (EI)…

Fifty-four students were followed over 10 years beginning in first grade to determine best predictors of oral and written second language (L2) proficiency. Predictor variables included measures of first language (L1) skill administered in first through fifth grades, L1 academic aptitude, L2 aptitude (Modern Language Aptitude Test), and L2 affect…

Fifty-four students were tested at specific time intervals over 10 years to determine best native language (NL) predictors of oral and written foreign language (FL) proficiency and FL aptitude. All participants completed two years of Spanish, French, or German. Each was administered measures of NL literacy, oral language, and cognitive ability in…

Modern Language Aptitude Test scores of regular students (N=244) enrolled in introductory foreign language classes were compared with their foreign language course performance. The fourth and fifth subtests predicted ability to learn a foreign language. Learning disabled (N=51) university students scored poorly on all five subtests. (DB)