Book contents
- Language Aptitude Theory and Practice
- The Cambridge Applied Linguistics Series
- Language Aptitude Theory and Practice
- Copyright page
- Contents
- Figures
- Tables
- Editors and Contributors
- Preface and Acknowledgments
- 1 Language Aptitude Research
- Part I Revisiting and Refining Aptitude Tests
- 2 The MLAT-Elementary
- 3 Testing Language Aptitude
- 4 The High-Level Language Aptitude Battery (Hi-LAB)
- 5 Exploring the Predictive Validity of the LLAMA (v1) Language Aptitude Tests
- Part II Aptitude Testing of Diverse Groups
- Part III Innovative Perspectives and Paradigms
- Part IV Aptitude–Treatment Interaction (ATI)
- Part V Final Commentaries
- Index
- References
5 - Exploring the Predictive Validity of the LLAMA (v1) Language Aptitude Tests
A Research Synthesis
from Part I - Revisiting and Refining Aptitude Tests
Published online by Cambridge University Press: 27 May 2023
Book contents
- Language Aptitude Theory and Practice
- The Cambridge Applied Linguistics Series
- Language Aptitude Theory and Practice
- Copyright page
- Contents
- Figures
- Tables
- Editors and Contributors
- Preface and Acknowledgments
- 1 Language Aptitude Research
- Part I Revisiting and Refining Aptitude Tests
- 2 The MLAT-Elementary
- 3 Testing Language Aptitude
- 4 The High-Level Language Aptitude Battery (Hi-LAB)
- 5 Exploring the Predictive Validity of the LLAMA (v1) Language Aptitude Tests
- Part II Aptitude Testing of Diverse Groups
- Part III Innovative Perspectives and Paradigms
- Part IV Aptitude–Treatment Interaction (ATI)
- Part V Final Commentaries
- Index
- References
Summary
The LLAMA language aptitude test battery (Meara, 2005) has figured in about 50 published studies, but few have directly addressed how well it actually does the job of predicting variance in language acquisition. One way of evaluating the external (criterion-related) validity of an aptitude test is to systematically examine its correlations with learning outcomes. The present chapter reports on a systematic review of previously published correlations between LLAMA and various L2 tasks (e.g., grammaticality judgments, pronunciation, or overall L2 proficiency). The review reveals that although several of the included studies did find significant correlations between LLAMA scores and L2 tasks, samples were often small, and many studies, often those with larger sample sizes, reported ambiguous or near zero correlations with the outcome, and this in cases where positive associations between aptitude and L2 outcomes would theoretically be expected. The review also revealed that the four LLAMA tests have been unevenly represented in research and that more studies using the full LLAMA suite in correlational designs with a variety of L2 outcomes would be desirable in order to evaluate the external validity of the LLAMA. At present, there is a need for caution when researchers base their findings on correlations with LLAMA because too little is yet known about its predictive validity.
- Type
- Chapter
- Information
- Language Aptitude Theory and Practice , pp. 94 - 116Publisher: Cambridge University PressPrint publication year: 2023
References
(* = studies included in the review)Google Scholar
*Artieda, G., & Muñoz, C. (2016). The LLAMA tests and the underlying structure of language aptitude at two levels of foreign language proficiency. Learning and Individual Differences, 50(Suppl C), 42–48. https://doi.org/10.1016/j.lindif.2016.06.023Google Scholar
*Bokander, L. (2020). Language aptitude and crosslinguistic influence in initial l2 learning. Journal of the European Second Language Association, 4(1), 35. https://doi.org/10.22599/jesla.69CrossRefGoogle Scholar
Bokander, L., & Bylund, E. (2020). Probing the internal validity of the LLAMA language aptitude tests. Language Learning, 70(1), 11–47. https://doi.org/10.1111/lang.12368CrossRefGoogle Scholar
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2021). Introduction to Meta-Analysis. John Wiley & Sons.Google Scholar
*Christiner, M., Rüdegger, S., & Reiterer, S. M. (2018). Sing Chinese and tap Tagalog? Predicting individual differences in musical and phonetic aptitude using language families differing by sound-typology. International Journal of Multilingualism, 15(4), 455–471. https://doi.org/10.1080/14790718.2018.1424171Google Scholar
*Duman, S. K., Yalçın, Ş., & Erçetin, G. (2021). Working memory and language aptitude in relation to listening strategy instruction in an instructed SLA context. Annual Review of Applied Linguistics, 41, 108–117. https://doi.org/10.1017/S0267190521000040Google Scholar
*Forsberg-Lundell, F., & Sandgren, M. (2013). High-level proficiency in late L2 acquisition. Relationships between collocational production, language aptitude and personality. In Granena, G. & Long, M. (eds.), Sensitive Periods, Language Aptitude, and Ultimate L2 Attainment. John Benjamins Publishing Company, pp. 231–256.Google Scholar
*Granena, G. (2013). Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test. In Granena, G. & Long, M. (Eds.), Sensitive Periods, Language Aptitude, and Ultimate L2 Attainment. John Benjamins Publishing Company, pp. 105–130.Google Scholar
*Granena, G. (2014). Language aptitude and long-term achievement in early childhood L2 learners. Applied Linguistics, 35(4), 483–503. https://doi.org/10.1093/applin/amu013Google Scholar
*Granena, G. (2019). Cognitive aptitudes and L2 speaking proficiency: Links between LLAMA and Hi-LAB. Studies in Second Language Acquisition, 41(2), 313–336. https://doi.org/10.1017/S0272263118000256CrossRefGoogle Scholar
Kane, M. T. (2006). Validation. In Brennan, R. L. (ed.), Educational Measurement. Praeger Publishers, pp. 17–64. https://eduq.info/xmlui/handle/11515/34503Google Scholar
*Kourtali, N.-E., & Révész, A. (2020). The roles of recasts, task complexity, and aptitude in child second language development. Language Learning, 70(1), 179–218. https://doi.org/10.1111/lang.12374CrossRefGoogle Scholar
*Lambelet, A. (2021). Lexical diversity development in newly arrived parent-child immigrant pairs: Aptitude, age, exposure, and anxiety. Annual Review of Applied Linguistics, 41, 76–94. https://doi.org/10.1017/S0267190521000039Google Scholar
*Larson-Hall, J., & Dewey, D. (2012). An examination of the effects of input, aptitude, and motivation on the language proficiency of missionaries learning Japanese as a second language. In Hansen, L. (ed.), Second Language Acquisition Abroad. The LSD Missionary Experience. John Benjamins Publishing Company, pp. 51–88.Google Scholar
Li, S., & DeKeyser, R. (2021). Implicit language aptitude: Conceptualizing the construct, validating the measures, and examining the evidence: Introduction to the special issue. Studies in Second Language Acquisition, 43(3), 473–497. https://doi.org/10.1017/S0272263121000024Google Scholar
*Li, S., & Qian, J. (2021). Exploring syntactic priming as a measure of implicit language aptitude. Studies in Second Language Acquisition, 43(3), 574–605. https://doi.org/10.1017/S0272263120000698Google Scholar
Li, S., & Zhao, H. (2021). The methodology of the research on language aptitude: A systematic review. Annual Review of Applied Linguistics, 41, 25–54. https://doi.org/10.1017/S0267190520000136Google Scholar
Meara, P. M. (2005). Llama Language Aptitude Tests. Lognostics. https://www.lognostics.co.uk/tools/llama/llama_manual.pdfGoogle Scholar
Meara, P. M. (2020). LLAMA research notes. Retrieved (September 27, 2021) from www.lognostics.co.uk/tools/LLAMA_3/LLAMA_Research.htm.Google Scholar
Meara, P. M., & Rogers, V. E. (2019). The LLAMA tests v3. Lognostics. https://www.lognostics.co.uk/tools/LLAMA_3/index.htmGoogle Scholar
Purpura, J. E., Brown, J. D., & Schoonen, R. (2015). Improving the validity of quantitative measures in applied linguistics research. Language Learning, 65(S1), 37–75. https://doi.org/10.1111/lang.12112Google Scholar
*Saito, K. (2017). Effects of sound, vocabulary, and grammar learning aptitude on adult second language speech attainment in foreign language classrooms. Language Learning, 67(3), 665–693. https://doi.org/10.1111/lang.12244CrossRefGoogle Scholar
*Saito, K. (2019). The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings. Applied Psycholinguistics, 40(1), 183–204. https://doi.org/10.1017/S0142716418000528Google Scholar
*Saito, K., & Hanzawa, K. (2016). Developing second language oral ability in foreign language classrooms: The role of the length and focus of instruction and individual differences. Applied Psycholinguistics, 37(4), 813–840. https://doi.org/10.1017/S0142716415000259Google Scholar
*Saito, K., Sun, H., & Tierney, A. (2019). 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, 22(5), 1123–1140. https://doi.org/10.1017/S1366728918000895Google Scholar
*Saito, K., Suzukida, Y., & Sun, H. (2019). Aptitude, experience, and second language pronunciation proficiency development in classroom settings: a longitudinal study. Studies in Second Language Acquisition, 41(1), 201–225. https://doi.org/10.1017/S0272263117000432CrossRefGoogle Scholar
Schönbrodt, F. D., & Perugini, M. (2013). At what sample size do correlations stabilize? Journal of Research in Personality, 47(5), 609–612. https://doi.org/10.1016/j.jrp.2013.05.009CrossRefGoogle Scholar
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press. https://books.google.se/books?id=Yzdl3pW0Yf4CGoogle Scholar
*Suzuki, Y. (2019). Individualization of practice distribution in second language grammar learning: The role of metalinguistic rule rehearsal ability and working memory capacity. Journal of Second Language Studies, 2(2), 169–196. https://doi.org/10.1075/jsls.18023.suzCrossRefGoogle Scholar
*Suzuki, Y., & DeKeyser, R. (2017). Exploratory research on second language practice distribution: An Aptitude × Treatment interaction. Applied Psycholinguistics, 38(1), 27–56. https://doi.org/10.1017/S0142716416000084Google Scholar
*Turker, S., Reiterer, S. M., Schneider, P., & Seither-Preisler, A. (2019). Auditory cortex morphology predicts language learning potential in children and teenagers. Frontiers in Neuroscience, 13, article 824, 1–16. https://doi.org/10.3389/fnins.2019.00824CrossRefGoogle ScholarPubMed
*Turker, S., Seither-Preisler, A., Reiterer, S. M., & Schneider, P. (2019). Cognitive and behavioural weaknesses in children with reading disorder and AD(H)D. Scientific Reports, 9(1), 15185. https://doi.org/10.1038/s41598–019-51372-wGoogle Scholar
Wagenmakers, E.-J. (2007). A practical solution to the pervasive problems of p-values. Psychonomic Bulletin & Review, 14(5), 779–804. https://doi.org/10.3758/BF03194105Google Scholar
Wen, Z. (Edward), Biedroń, A., & Skehan, P. (2017). Foreign language aptitude theory: Yesterday, today and tomorrow. Language Teaching, 50(1), 1–31. https://doi.org/10.1017/S0261444816000276CrossRefGoogle Scholar
*Yalçın, Ş., & Spada, N. (2016). Language aptitude and grammatical difficulty: An EFL classroom-based study. Studies in Second Language Acquisition, 38(2), 239–263. https://doi.org/10.1017/S0272263115000509Google Scholar
*Yang, Y., & Cao, X. (2020). Effects of task involvement load on L2 vocabulary acquisition and their association with language aptitude. The Asia-Pacific Education Researcher, 30, 421–430 https://doi.org/10.1007/s40299–020-00528-8Google Scholar
*Yi, W. (2018). Statistical sensitivity, cognitive aptitudes, and processing of collocations. Studies in Second Language Acquisition, 40(4), 831–856. https://doi.org/10.1017/S0272263118000141Google Scholar
*Yilmaz, Y. (2013). Relative effects of explicit and implicit feedback: The role of working memory capacity and language analytic ability. Applied Linguistics, 34(3), 344–368. https://doi.org/10.1093/applin/ams044Google Scholar
*Yilmaz, Y., & Granena, G. (2016). The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback. Bilingualism: Language and Cognition, 19(1), 147–161. https://doi.org/10.1017/S136672891400090XGoogle Scholar
- 1
- Cited by