LANGUAGE APTITUDE AND SECOND LANGUAGE PROFICIENCY IN CLASSROOM LEARNERS OF DIFFERENT STARTING AGES

1997 ◽  
Vol 19 (3) ◽  
pp. 379-400 ◽  
Author(s):  
Birgit Harley ◽  
Doug Hart
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Positive Relationship ◽  
French Immersion ◽  
Language Aptitude ◽  
Second Language Proficiency ◽  
Main Hypothesis ◽  
Immersion Programs ◽  
The Relationship ◽  
Analytical Dimension

This empirical study investigates the relationship between language aptitude components and second language (L2) outcomes among learners whose intensive L2 exposure began at different ages. The learners in this study are 65 11th-grade students in continuing early and late French immersion programs. Evidence is found to support the main hypothesis that in late immersion starting in adolescence there will be a positive relationship between L2 outcomes and an analytical dimension of language aptitude, whereas in early immersion beginning in grade 1 a positive relationship will hold between L2 outcomes and memory ability. A further hypothesis that early immersion students will have higher language aptitude as a result of their early L2 exposure is not supported by the findings.

The relationship between lexical competence, collocational competence, and second language proficiency

2011 ◽  
Vol 4 (1) ◽  
pp. 113-145 ◽  
Author(s):  
Déogratias Nizonkiza
Keyword(s):  
Second Language ◽  
Proficiency Testing ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Vocabulary Test ◽  
L2 Proficiency ◽  
Second Language Proficiency ◽  
Lexical Competence ◽  
The University ◽  
The Relationship

This paper assesses the relationship between EFL proficiency, lexical competence, and collocational competence (cf. Meara 1996; Pawley & Syder 1983; Read 1993, 1997, 2000; Bonk 2001). Two paper-based tests, a proficiency test and a vocabulary test, were presented to English majors at the University of Burundi. Scores on both tests significantly correlate and distinguish between levels. This confirms that lexical competence is a reliable predictor of L2 proficiency, which strengthens and extends earlier findings (Meara 1996; Bonk 2001; Gyllstad 2005, 2007; Zareva et al. 2005). Furthermore, mastery of collocations is found to be related to frequency and to predict lexical competence. Thus, the findings of this study underline earlier indications that proficiency testing may be simplified.

scholarly journals Academic discourse: Dissociating standardized and conversational measures of language proficiency in bilingual kindergarteners

2013 ◽  
Vol 36 (2) ◽  
pp. 437-461 ◽  
Author(s):  
KATHLEEN F. PEETS ◽  
ELLEN BIALYSTOK
Keyword(s):  
Second Language ◽  
Standardized Tests ◽  
Language Proficiency ◽  
Academic Discourse ◽  
Bilingual Children ◽  
Linguistic Features ◽  
Second Language Proficiency ◽  
Standardized Measures ◽  
The Relationship

ABSTRACTThis study examined the relationship between performance on standardized measures of language proficiency and conversational measures of the same features used in academic discourse among 24 monolingual and 25 bilingual kindergarteners. Academic discourse performance was considered for both its linguistic and its genre features in two discourse forms: narrative and explanation. Bilinguals performed more poorly than monolinguals on standardized measures of language proficiency, yet they performed similarly to monolinguals in the discourse-based linguistic and genre features. Moreover, genre features were more strongly related to linguistic features assessed through discourse than to standardized tests of these same features. These findings indicate that standardized measures of language proficiency underrepresent the abilities of bilingual children and that children's second language proficiency may be more accurately reflected in conversation.

Language Testing Research (1979–1980)

1980 ◽  
Vol 1 ◽  
pp. 124-150 ◽  
Author(s):  
John W. Oller
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Language Testing ◽  
Controversial Issues ◽  
Second Language Proficiency ◽  
Emerging Trends ◽  
The Relationship

This paper will address the following questions:1. What is language proficiency?2. What is the relationship between first and second language proficiency?3. What major theories have been born or laid to rest in the last year or so?4. Can any consensus be discerned in the various extant controversies?Although the review will concentrate on research published or presented at professional meetings on testing in the last year, some of the themes will necessitate reference to earlier work, and much that might be considered relevant by other authors will be omitted. The objective is to set down as much as possible to identify controversial issues for what they are, and to highlight emerging trends as best I can them.

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.

Sign in / Sign up

Export Citation Format

Share Document