Aptitude as a Predictor of Second Language Achievement: An Investigation in the Saudi Arabian Context

Abstract

A two-wave longitudinal design was used to examine the extent to which aptitude predicts second language achievement. First-year Saudi university students (N = 56), who were involved in a seven-month intensive English language course as part of their degree, completed Aptitude and English proficiency tests at the start and the end of the treatment period. Univariate and multivariate analyses found moderate relationships between aptitude and second language achievement. Results are discussed for their implications for theory and interventions. Introduction Regardless of their theoretical persuasion, most second language (L2) researchers acknowledge that the learning of non-primary languages in adulthood involves a complex interplay among a set of often interrelated cognitive, psychological and environmental factors. As a consequence, adult L2 acquisition is a highly variable phenomenon, with plenty of empirical and anecdotal evidence of differential success even in situations in which learners are in essentially identical conditions. Hence, much attention has been devoted to individual learner differences—like age of onset, aptitude, attitudes, cognitive and learning styles, learning strategies and motivation— with the aim to ascertain their contribution to learning outcomes (see, e.g., Ehrman et al., 2003; Skehan, 1991). Among these learner-internal variables, beyond age of onset, language aptitude and motivation ―have generated the most consistent predictors of second language learning success‖ (Dörnyei & Skehan, 2003, p. 589). Historically, aptitude research is associated with Carroll's work on the development of a language aptitude test in the 1950s—the so called ‗golden era' of aptitude research. Over the following 30 years, however, aptitude excited no interest in the teaching profession. This talent was perceived as immutable and course materials were designed on the assumption that all learners were equally talented. Similarly, many L2 researchers did not see aptitude as a fruitful area of investigation either (but note Skehan's research). The last 30 years or so (since Parry & Stansfield, 1990) have seen a remarkable resurgence in aptitude research, reflecting an increased recognition of the importance of aptitude as an L2 factor. To quote Dörnyei and Skehan again (2003, p. 591):