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Language Learning

Volume 67, Issue 3
EMPIRICAL STUDY

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

Kazuya Saito

Corresponding Author

E-mail address: k.saito@bbk.ac.uk

Birkbeck, University of London

Correspondence concerning this article should be addressed to Kazuya Saito, Birkbeck, University of London, Department of Applied Linguistics and Communication, 25 Russell Square, London, United Kingdom WC1B 5DQ. E‐mail:

k.saito@bbk.ac.uk

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First published: 27 June 2017
https://doi.org/10.1111/lang.12244
Cited by: 6

I am grateful to Andrea Révész, Peter Skehan, Language Learning Associate Editor, Kara Morgan‐Short, Editor, Pavel Trofimovich, and anonymous reviewers for their constructive feedback on earlier versions of the manuscript. I also thank Takumi Uchihara, Keiko Hanzawa, Shungo Suzuki, Masaki Eguchi, George Smith, and Ze Shan Yao for their help with data collection and analyses. The project was funded by the Grant‐in‐Aid for Scientific Research in Japan (No. 26770202).

Abstract

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).

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Number of times cited: 6

  • Martha C. Pennington and Pamela Rogerson-Revell, Phonology in Language Learning, English Pronunciation Teaching and Research, 10.1057/978-1-137-47677-7_2, (57-118), (2018).
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  • Martha C. Pennington and Pamela Rogerson-Revell, Assessing Pronunciation, English Pronunciation Teaching and Research, 10.1057/978-1-137-47677-7_6, (287-342), (2018).
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  • KAZUYA SAITO, The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings, Applied Psycholinguistics, 10.1017/S0142716418000528, 40, 1, (183-204), (2018).
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  • John Archibald, Advanced‐Level L2 Phonology, The Handbook of Advanced Proficiency in Second Language Acquisition, (239-263), (2018).
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  • Kazuya Saito, Yui Suzukida and Hui Sun, APTITUDE, EXPERIENCE, AND SECOND LANGUAGE PRONUNCIATION PROFICIENCY DEVELOPMENT IN CLASSROOM SETTINGS, Studies in Second Language Acquisition, 10.1017/S0272263117000432, (1-25), (2018).
    Crossref
  • KAZUYA SAITO, HUI SUN and ADAM TIERNEY, Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures, Bilingualism: Language and Cognition, 10.1017/S1366728918000895, (1-18), (2018).
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