Foreign Language Aptitude Components and Different Levels of Foreign Language Proficiency Among Chinese English Majors

2013 ◽  
pp. 179-196
Author(s):  
Lanrong Li
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Aptitude ◽  
Foreign Language Proficiency ◽  
English Majors ◽  
Foreign Language Aptitude ◽  
Different Levels

Native language predictors of foreign language proficiency and foreign language aptitude

2006 ◽  
Vol 56 (1) ◽  
pp. 129-160 ◽  
Author(s):  
Richard L. Sparks ◽  
Jon Patton ◽  
Leonore Ganschow ◽  
Nancy Humbach ◽  
James Javorsky
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Native Language ◽  
Language Aptitude ◽  
Foreign Language Proficiency ◽  
Foreign Language Aptitude

Aptitude measures in SLA

2018 ◽  
Vol 3 (1) ◽  
pp. 1-31
Author(s):  
Thomas Wagener
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Language Proficiency ◽  
Department Of Defense ◽  
Language Aptitude ◽  
Time Intervals ◽  
Language Program ◽  
Foreign Language Proficiency ◽  
Foreign Language Aptitude

Abstract The present study examines a US Department of Defense (DOD) foreign language program using linear and logistic regression to model foreign language proficiency growth over three time intervals. The analysis demonstrates growth from start to finish for a program involving domestic immersion and study abroad and tests the ability of aptitude and achievement measures to predict that growth for a group of 80 students. The findings suggest that a measure of foreign language aptitude and a measure of quantitative aptitude differentiate learning outcomes for the intensive domestic immersion portion of the program while measures of quantitative aptitude and native language verbal aptitude differentiate later-stage learners on the study abroad portion of the program.

SECOND LANGUAGE PROFICIENCY, FOREIGN LANGUAGE APTITUDE, AND INTELLIGENCE: QUANTITATIVE AND QUALITATIVE ANALYSES.Miyuki Sasaki. New York: Peter Lang, 1996. Pp. xii + 155. $40.95 cloth.

1999 ◽  
Vol 21 (1) ◽  
pp. 161-161
Author(s):  
Paul Angelis
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Japanese Version ◽  
Reduced Form ◽  
Short Version ◽  
Language Aptitude ◽  
Second Language Proficiency ◽  
Foreign Language Aptitude

There are few in-depth studies that have attempted to explore the complex relationships among second language proficiency, foreign language aptitude, and intelligence. Information on such studies is usually found only in unpublished dissertations or in greatly reduced form in journal articles. This text is a rare example of a full-length report of such a study. Based on data from 160 EFL students in Japan, the researcher employed an extensive array of analytical procedures relating performance on English language proficiency measures with performance on a three-part aptitude battery and an intelligence measure. The proficiency measures included multiple-choice tests of grammar, cohesion, vocabulary, listening, and reading using short and long texts as well as a cloze and a free composition. The foreign language aptitude battery was a Japanese version of a test modeled after the short version of the Modern Language Aptitude Test. The measures of verbal intelligence and reasoning came from an existing Kyoto University test with 12 subtests.

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

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