The association between aptitude components and language skills in young learners

Abstract

Studies of language aptitude in young learners are scarce. However, it may be claimed that in the current revitalization of language aptitude age-related concerns have played a significant role. It has been argued that language aptitude, in particular analytical abilities, is associated to high attainment in late learners, thereby providing an explanation for those cases of successful late learners that challenge the critical period hypothesis (DeKeyser 2000). However, recent research has found that language aptitude also seems to have an explanatory role for young starters (Abrahamsson and Hyltenstam 2008; Grañena 2012). In that respect, Muñoz and Singleton (2011) have suggested that a research question needing further elucidation is whether a high level of language learning aptitude is a prerequisite for high levels of proficiency in late learners only. Accordingly, this chapter presents a study that examines whether language learning aptitude, as measured by the Elementary Modern Language Aptitude Test, is significantly associated with proficiency in a group of Spanish-Catalan bilingual learners of English. Participants are 48 primary school children in fifth and sixth grades (ages 10–11 and 11–12). Specifically, the study compares the strength of the association between aptitude scores with speaking skills and with listening, reading and writing skills, as well as the relationship between the different aptitude components and those skills. The results show significant correlations with all language dimensions, although the predictive value of the aptitude test seems weaker for speaking. The results also highlight the role played by grammatical sensitivity in relation to writing outcomes.