Abstract
The traditional definition of language aptitude sees it as “an individual’s initial state of readiness and capacity for learning a foreign language, and probable facility in doing so given the presence of motivation and opportunity” (Carroll, 1981, p. 86). This conception portrays language aptitude as a trait, in the sense of exhibiting stability over long periods of time and being immune to training. The trait view of language aptitude tends towards the notion that it is innate, and indeed language aptitude has often been associated with the popular notion of a “gift for languages” (cf. Rosenthal, 1996, p. 59). The view of language aptitude as an innate trait has, however, long been questioned (see e.g., Neufeld, 1978). Recently, this questioning has intensified (see Singleton, 2014), especially since the development of a widespread consensus that working memory needs to be recognized as an important component of language aptitude (see Wen, 2016). Working memory was also once thought of as a trait, but is now recognized as susceptible to the influence of experience and instruction (see e.g., Williams, 2012). The present paper will track the trajectory of the above theoretical discussion and will explore the implications of the stage it has now reached.
Highlights
The most widespread traditional definition of language aptitude sees it as “an individual’s initial state of readiness and capacity for learning a foreign language, and probable facility in doing so given the presence of motivation and opportunity” (Carroll, 1981, p. 86)
Kormos (2013) sums up the way in which thinking on this matter is moving with admirable succinctness: language-learning aptitude might seem to be a relatively stable individual characteristic when compared with other factors, such as motivational orientation and action control mechanisms, there seems to be some converging evidence that certain components of aptitude . . . might improve in the course of language learning. She cites in this connection a number of studies: Eisenstein (1980), who showed that bilinguals and students with foreign language training evinced higher levels of language aptitude than individuals without such experience; Sparks et al (1995), who reported that instruction in Latin resulted in increased language aptitude scores in high-school students; Sáfár & Kormos (2008), who compared two groups undergoing different amounts of EFL instruction; the change in language aptitude scores was significantly higher among those receiving intense instruction; Nijakowska (2010), who found indications that phonological sensitivity can be developed with the aid of specialized teaching. (p. 145)
A particular instance of the notion that language aptitude develops with experience relates to the case of working memory
Summary
The most widespread traditional definition of language aptitude sees it as “an individual’s initial state of readiness and capacity for learning a foreign language, and probable facility in doing so given the presence of motivation and opportunity” (Carroll, 1981, p. 86). The trait view of language aptitude tends towards the notion that it is innate. Language aptitude has often been associated with the popular notion of a “gift for languages” There are indications that language aptitude is in a number of its dimensions and to some degree a consequence of language experience and awareness (see Singleton, 2014). In regard to aptitudes in other areas too, it is acknowledged that, whatever may be innate, experience and practice are indispensable to bring this to manifestation (see e.g., Vinkhuysen, van der Sluis, Posthum, & Boomsma, 2009)
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