Effects of Sound, Vocabulary, and Grammar Learning Aptitude on Adult Second Language Speech Attainment in Foreign Language Classrooms

This study examines the relationship between different types of language learning aptitude (measured via the LLAMA test) and adult second language (L2) learners’ attainment in speech production in English‐as‐a‐foreign‐language (EFL) classrooms. Picture descriptions elicited from 50 Japanese EFL lear...

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Bibliographic Details
Published in:Language learning 2017-09, Vol.67 (3), p.665-693
Main Author: Saito, Kazuya
Format: Article
Language:English
Subjects:
Accuracy
Adults
aptitude
Aptitude Tests
Classrooms
Coding
Correlation
English (Second Language)
English as a second language instruction
English Language Learners
English proficiency
Fluency
Foreign Countries
foreign language
Grammar
Incidental Learning
Japanese language
Language
Language Aptitude
Language Fluency
Language Skills
Learning outcomes
Memory
Morphological analysis
Morphology (Languages)
Phonemics
Phonological Awareness
Pictorial Stimuli
Pronunciation
Scores
Second Language Learning
Second Languages
Speech production
Speech Skills
Vocabulary
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Summary:This study examines the relationship between different types of language learning aptitude (measured via the LLAMA test) and adult second language (L2) learners’ attainment in speech production in English‐as‐a‐foreign‐language (EFL) classrooms. Picture descriptions elicited from 50 Japanese EFL learners from varied proficiency levels were analyzed through a range of pronunciation, fluency, vocabulary, and grammar measures. Results indicated that the learners’ aptitude test scores in phonemic coding, rote and associative memory, and language analytic ability were moderately associated with the phonological/morphological accuracy, fluency, and lexicogrammar complexity of production, which are linguistic aspects thought to be instrumental in the acquisition of advanced L2 oral ability. In contrast, aptitude–proficiency links were not found with respect to relatively implicit and incidental learning aptitude (sound recognition) and foundational aspects of proficiency (appropriate use of frequent words). Open Practices This article has been awarded an Open Materials badge. All materials are publicly accessible in the IRIS digital repository at http://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.
ISSN:0023-8333
1467-9922
DOI:10.1111/lang.12244