Foreign Language Aptitude Examined in relation to Implicit and Explicit Grammar Instruction

Abstract

Language aptitude (LA) is one of the primary individual differences with which the language learning ability of learners can be foreseen. This quasi-experimental study aims to contribute to the LA literature by investigating the role of LA in explicit and implicit grammar instruction. To do so, LLAMA_D aptitude test was administered to 133 participants, and from this cohort group, four subgroups were formed. A one-session course was designed and delivered to participants with a pre and post-test. The results indicated that there is a significant correlation between implicit instruction and the LA level of the participants. However, based on the Pearson Correlation results, it can be concluded that LA is a stronger determinant in the achievement of learners than the type of instruction. It can be suggested, therefore, that taking LA level into consideration before planning implicit or explicit instruction would contribute to the effectiveness of the instruction.