About the Book
The last few years have witnessed exponential growth in research output within the field of language aptitude. With contributions from an international team of leading experts, this volume provides the most comprehensive, authoritative and up-to-date overview of developments in language aptitude theory and practice. It addresses central and newly emerging methodological and theoretical issues, and revisits and re-examines the most popular language aptitude tests, including the most durable and innovative batteries. It also provides in-depth demonstrations of language aptitude research paradigms, including well-established and emerging ones, scrutinizing them from multidisciplinary perspectives. Aptitude treatment interactions studies are reported and discussed, and pedagogical implications are provided, to illuminate theory construction, test development, policymaking, curriculum design and classroom practice. Seamlessly integrating theory, research, assessment and practice, it is essential reading for anyone seeking to learn more about language learning, training and teaching, and will further advance the research in this exciting, fast-paced field.
Table of Contents:
Preface and acknowledgements; 1. Language aptitude research: from testing to theory and practice Zhisheng Wen, Peter Skehan and Richard Sparks; Part I. Revisiting and Refining Aptitude Tests: 2. The MLAT-Elementary: history, adaptations and current uses Daniel Reed and Charles Stansfield; 3. Testing language aptitude: LLAMA evolution and refinement Vivienne Rogers, Paul Meara and Brian Rogers; 4. The High-Level Language Aptitude Test Battery (Hi-LAB): development, validation and use Meredith Hughes, Ewa Golonka, Alison Tseng and Susan Campbell; 5. Exploring the predictive validity of the LLAMA language aptitude tests: a research synthesis Lars Bokander; Part II. Aptitude Testing of Diverse Groups: 6. Testing language aptitude for Chinese learners of foreign languages: FLAT-C vs. LLAMA Zhao Haiyong, Luo Shaoqian and Fu Ailan; 7. Testing language aptitude for recently arrived parent-child immigrant dyads Amelia Lambelet; 8. Is language aptitude immune to experience? Divergent evidence from bilingualism vs. blindness Niclas Abrahamsson and Helena Smeds; 9. Testing language aptitude: reanalysis of batteries and constructs Peter Skehan; Part III. Innovative Perspectives and Paradigms: 10. The neurobiology of language aptitude, musicality and working memory Sabrina Turker and Susanne Reiterer, 11. The Linguistic Coding Differences Hypothesis (LCDH) and L2 learning: a thirty-year retrospective Richard Sparks; 12. Variability of language aptitude and working memory in EFL learners' listening development Pengyun Chang and Lawrence Jun Zhang; 13. An aptitude model for translation and interpreting: insights from translanguaging theory Lili Han, Zhisheng (Edward) Wen, Zi-yu Lin and Wei Li; Part IV. Aptitude Treatment Interactions (ATI): 14. Language aptitude and timing of form-focused instruction in TBLT Gabriel Michaud and Ahlem Ammar; 15. Implicit (not explicit) learning aptitude predicts the acquisition of difficult (not easy) structure: a visual-world eye-tracking study Yuichi Suzuki, Robert DeKeyser and Yi Ting Huang; 16. Implicit/statistical learning and second language outcomes: a Bayesian meta-analysis Daniel Jackson and Ryo Maie; Part V. Final Commentaries: 17. Reflections on language aptitude: theory, research and measurement Peter Skehan; 18. Epilogue: the nature and measurement of language aptitude – what are the important questions? Michael Bunting; Index.
About the Author :
Zhisheng (Edward) Wen is a Full Professor of Applied Linguistics in the Department of English Language and Literature at the Hong Kong ShueYan University. He has 20 years of tertiary-level teaching and research experience in applied linguistics, second language acquisition (SLA) and translation studies, with world recognized expertise and publications in working memory and language aptitude research. Peter Skehan is Research Fellow at Institute of Education, University College London (UCL). He is interested in second language acquisition, foreign language aptitude and language testing, and is a recipient of the International Association of Task-Based Language Teaching Distinguished Achievement award and the Samuel J. Messick Memorial Lecture Award. Richard L. Sparks is Professor Emeritus in Mount St. Joseph University's Department of Graduate Education. His research interests and expertise include foreign language learning; reading, learning, and language disabilities; and language aptitude. He has published extensively in foreign language, learning disability, reading, and psychology journals.
Review :
'Theoretically motivated research into aptitude for second language acquisition (SLA) under different conditions of exposure, and at different stages of development and levels of proficiency, is essential for aptitude test development, and for matching learners to optimal conditions of instruction. This book provides the most thorough, up-to-date summaries of these important cognitive, developmental, and educational issues available and is essential reading for all language educators and SLA researchers! Most highly recommended!' Peter Robinson, Professor of Second Language Acquisition, Aoyama Gakuin University
'This edited volume is a highly significant contribution to second language acquisition research, showing how different aspects of language aptitude can be assessed and the ways in which they contribute to language development. By revisiting and reconceptualizing past language aptitude research, the contributors of the volume demonstrate pioneering ways in which the role of cognitive factors in second language learning can be investigated. This highly accessible and carefully edited volume is a must-read for everyone interested in the cognitive determinants of learning additional languages.' Judit Kormos, Professor of Second Language Acquisition, Lancaster University
'This encyclopedic volume provides a thorough, in-depth discussion of the theories and research on language aptitude, a construct that is essential for an accurate understanding of the cognitive foundations of second language acquisition. The chapters approach the topic from diverse perspectives, report on cutting-edge research, provide start-of-the-art syntheses, exemplify novel approaches, validate new methods, and offer an updated discussion of aptitude theories informed by the latest research. One theme that permeates the chapters throughout the volume and that is of special value for the advancement of this research domain is the measurement of language aptitude-a determinant of the validity of the evidence generated by the research.' Shaofeng Li, Associate Professor and Program Leader, Florida State University
'This edited volume represents a very significant milestone in language aptitude research and second language acquisition research more broadly. It maintains a good balance between theory and practice and provides a very thorough review of both historical and state-of-the-art development of the field. From students who are just entering the field to seasoned researchers, this volume will prove to be an important scholarly resource. Practitioners will find it to be an indispensable reference as well.' Patrick C.M. Wong, Professor of Cognitive Neuroscience and Linguistics, The Chinese University of Hong Kong
