Metalinguistic knowledge, language aptitude and language proficiency

1997 ◽  
Vol 1 (2) ◽  
pp. 93-121 ◽  
Author(s):  
J. Charles Alderson ◽  
Caroline Clapham ◽  
David Steel
Keyword(s):  
Language Proficiency ◽  
Language Aptitude ◽  
Metalinguistic Knowledge

First language effects on the identification and evaluation of second language speech

2021 ◽  
Vol 26 (2) ◽  
pp. 171-194
Author(s):  
Anne-France Pinget
Keyword(s):  
Second Language ◽  
Environmental Factors ◽  
Language Proficiency ◽  
Native Speakers ◽  
First Language ◽  
Language Aptitude ◽  
Content Type ◽  
It Impacts ◽  
Language Effects

Abstract In Belgium, Dutch as spoken by Francophone learners is relatively frequent in political, commercial or educational contexts. While the characteristics of this second language (L2) variety have been studied extensively, there is to date no systematic report of how it is evaluated by either native speakers of Dutch or non-natives. Previous studies conducted in other language contexts have found that non-natives tend to be very critical towards L2 accents similar to their own. The main goal of the present study is to investigate the extent to which the listener’s first language (L1) impacts ratings of the fluency, accentedness and comprehensibility of L2 Dutch as spoken by Francophone learners and how it impacts the identification of the speakers’ L1. Specifically, we compared ratings by three groups of listeners: Francophone learners of Dutch, native speakers of Belgian Dutch and native speakers of Netherlandic Dutch. Moreover, the extent to which three additional cognitive and environmental factors influence L2 ratings is examined: listeners’ familiarity with the L2 variety, their language aptitude and language proficiency. The results show that the majority of native and non-native listeners recognized the speakers’ L1 (French). Non-native listeners perceived L2 speech as less fluent, less comprehensible and more accented than natives did, which corroborates the previously reported critical attitudes towards a shared L2 accent. Moreover, subtle differences in accent and fluency ratings were found between the Netherlandic Dutch and the Belgian Dutch listeners. No clear effects of other cognitive and environmental factors appeared in the ratings.

scholarly journals Многоаспектность изучения языковой способности как психолингвистического феномена

2020 ◽  
Author(s):  
O.A. Bezrukova
Keyword(s):  
Cognitive Psychology ◽  
Language Development ◽  
Language Proficiency ◽  
Scientific Knowledge ◽  
Speech Therapy ◽  
Practical Importance ◽  
Scientific Data ◽  
Structural Components ◽  
Language Aptitude ◽  
Language Pedagogy

В обзорной статье представлен феномен языковой способности человека с позиции различных областей научного знания: биологии, психофизиологии, лингводидактики, когнитивной психологии, логопедии. Автор сравнивает различные подходы к изучению генезиса и структурных составляющих данного феномена. Языковая способность рассматривается в трех основных значениях: как обучаемость (задатки), как процесс овладения языком (речевой онтогенез) и как обученность (результат).Выводы, полученные в результате аналитического осмысления научных данных, имеют важное прикладное значение для современной педагогики в целом и лингводидактики в частности.The review presents the phenomenon of a humans language capability from the standpoints of various fields of scientific knowledge: biology, psychophysiology, language pedagogy, cognitive psychology, speech therapy. The author compares the diverse approaches to the research of genesis and structural components of the phenomenon. Language capability is viewed as three basic definitions: as the ability to learn language (aptitude), as a process of language acquisition (language development), and as language proficiency (the result of learning). The conclusions obtained as a result of the analytical understanding of scientific data are of practical importance for comprehensive pedagogy in general and language pedagogy in particular.

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.

scholarly journals Indonesian EFL students’ views on their explicit and implicit language aptitude profiles, TOEFL scores and language proficiency.

2021 ◽  
Vol 5 (2) ◽  
pp. 257-280
Author(s):  
Kartini Tobroni ◽  
Farah Natchiar ◽  
Wan Mazlini
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Cognitive Factors ◽  
Individual Factors ◽  
Language Experience ◽  
Language Aptitude ◽  
Affective Factors ◽  
The Individual ◽  
The Impact

This study is designed to find out students’ views on their explicit and implicit language aptitude profiles, TOEFL scores and language proficiency. Based on purposive sampling scheme, the data were collected from sixty-five students in the end of their eighth semester at the English department in faculty of teacher training in UIN Raden Fatah Palembang. The students were asked to respond to the five points Likert scale questionnaire which consists of four parts: Part A elicits the participants’ demographic information, Part B on language experience, Part C on language aptitude, and Part D especially on TOEFL and language proficiency.  The findings revealed that language learning success is attributed to a number of individual factors. The individual factors related to foreign language learning can be divided into affective factors (e.g., motivation, attitude, and personality) and cognitive factors (e.g., intelligence, aptitude). The cognitive factors interact with affective factors for learning a particular language which may explain why a person is better able to learn a language over another language. Thus, a full model of language learning that considers the impact of language aptitude on learning should also investigate the combined mediating role of individual differences such as motivation, anxiety, and learner’s beliefs.

DOES FIRST LANGUAGE MAINTENANCE HAMPER NATIVELIKENESS IN A SECOND LANGUAGE?

2012 ◽  
Vol 34 (2) ◽  
pp. 215-241 ◽  
Author(s):  
Emanuel Bylund ◽  
Niclas Abrahamsson ◽  
Kenneth Hyltenstam
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
First Language ◽  
Alternative Interpretation ◽  
Language Aptitude ◽  
Grammaticality Judgment ◽  
First Language Maintenance ◽  
Positive Correlations ◽  
L1 And L2 ◽  
Ultimate Attainment

Within the field of SLA, the incidence of nativelikeness in second language (L2) speakers has typically been explained as a function of age of acquisition. An alternative interpretation, however, is that L2 learners do not attain nativelike proficiency because of first language (L1) maintenance. This interpretation has nevertheless remained mostly theoretical due to the lack of empirical evidence. This study sets out to address the role of L1 proficiency in L2 ultimate attainment by examining L1 and L2 proficiency in 30 early L1 Spanish–L2 Swedish bilinguals. Language proficiency was assessed through grammaticality judgment tests and cloze tests, and additional data on language aptitude were collected through the Swansea Language Aptitude Test (v.2.0; Meara, Milton, & Lorenzo-Dus, 2002). The results showed positive correlations between nativelike L1 and L2 behavior. Additionally, it was found that language aptitude was positively correlated with nativelike L1 and L2 performance. In view of these findings, it is suggested that (a) L1 maintenance does not hamper L2 nativelikeness and (b) language aptitude is an important factor for bilingual ultimate attainment.

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