Language Aptitude and Motivation in Second Language Acquisition

Posted on Jan 13, 2025 in Philology

Language Aptitude

Language aptitude is a concept related to human ability or intelligence. It is connected to learning success when it comes to learning a second language (L2). It is a talent for learning an L2 and varies from individual to individual. It covers cognitively-based learner differences.

Intelligence is an ability transferable to many sorts of performance, not only language. Spearman proposed a combination of a general factor (g) and several specific factors that vary from one to another. Gardner’s Multiple Intelligences model discusses the human condition in terms of multiple intelligences (8). Carroll states that learning a foreign language is a specialized talent.

The beginning of language aptitude tests dates back to 1920, with the golden age in 1950.

MLAT (Modern Language Aptitude Test)

Developed by Carroll and Sapon, the MLAT consisted of a verbal test. It included a group of sub-tests that, while seemingly unrelated, showed validity and unique contributions. The subtests are:

  • Number Learning
  • Phonetic Script
  • Spelling Clues
  • Words in Sentences
  • Paired Associates

Based on the results, we can conclude that language aptitude is stable when it includes these four abilities:

  • Phonemic Coding Ability: The ability to identify sounds.
  • Grammatical Sensitivity: The ability to recognize the grammatical functions of words in sentences.
  • Rote Learning Ability/Associative Memory: The ability to learn associations between forms and meanings.
  • Inductive Language Learning Ability: The ability to induce rules and provide examples.

LLAMA Test

The LLAMA test is based on the MLAT. It measures two components of analytic learning ability:

  • B (Vocabulary Measure)
  • E (Sound-Symbol Correspondence)
  • F (Grammatical Inference)

It also measures sequence learning ability:

  • D (Sound Recognition)

However, these tests have little to say about language learning because it involves many abilities at different stages.

Motivation

High motivation can compensate for other deficits, such as language aptitude. If you have motivation, you have everything. It is a matter of quantity and is the driving force of a learner.

Stages of Motivation Research

  • Social Psychological Period: This period was too restrictive and did not wait to make developments in psychology.
  • Cognitive Situated Period: There was an improvement towards educational psychology driven by cognitive theories.
  • Process-Oriented Period: This period saw an interest in motivational change.

Gardner’s Motivation Theory

Motivation is related to four aspects of the second language acquisition process:

  • Antecedent Factors
  • Individual Difference Variables
  • Language Acquisition Contexts
  • Learning Outcomes

L2 scholars paid attention to two prominent components:

Integrative Motivation

This refers to positive feelings towards the L2 community and a desire to integrate. It is considered the highest form of motivation. You reach it if:

  • Antecedents of integrativeness are high.
  • Motivation quantity is high.
  • Attitudes towards the learning situation (teacher + curriculum) are positive.

Integrative motivation is quantified via three dimensions:

  • Motivational Intensity (e.g., “I keep learning every day.”)
  • Attitudes Towards L2 Learning (e.g., “I love English.”)
  • Desire to Learn (e.g., “I want to learn English.”)

Instrumental Motivation

This refers to the benefits that language proficiency will bring about, such as career opportunities. It is an instrument to achieve a goal. An instrument to measure this is the Attitude Motivation Test Battery (AMTB), which consists of 130 items on a 7-point scale.

Cognitive Situated Period

This period was influenced by two trends:

  • A desire to advance in motivational psychology.
  • A desire to narrow the macro-perspective to a more situated analysis in actual learning situations.

Two cognitive theories emerged:

  • Self-Determination Theory: How individuals follow three psychological needs: autonomy, relatedness, and competence.
  • Attribution Theory: How individuals explain their successes and failures.

There are two types of motivation:

  • Intrinsic: To engage in an activity because it is enjoyable. This involves a need for self-determination and the freedom to choose activities. Examples include intrinsic motivation for knowledge, accomplishment, and stimulation.
  • Extrinsic: To achieve an instrumental end. Examples include external regulation, introjected regulation, and identified regulation.