Language Aptitude and Motivation

In my continued quest to become a more effective language teacher for “teaching the range” of students at my school, I was curious about the inter-relationship of language learning, intelligence and motivation. However, a Google search led me to readings on language learning aptitude. John Carroll, a leading expert in psychometrics and educational psychology, and co-creator of the MLAT (Modern Language Aptitude Test), defines defines language learning aptitude. This led me to readings on language learning, aptitude and motivation. I was particularly struck by a recent report of the American Education and Research Association (AERA) from May 2006. The AERA, in fact, states that”…after age, language aptitude is the second most important factor in foreign language learning.” Additionally, the AERA report cites motivation as an important factor in conjunction with language aptitude.

So, why is it important to understand the role that aptitude plays in learning a foreign language? First, it sheds new light on students and their learning. There are students who, when compared to their average to above-average performance in other courses, struggle and do poorly in their second language courses. They may in fact have an undiagnosed foreign language learning disability (FLLD). There are also students who have a diagnosed LD, but foreign language study seems to intensify it. Second, it gives me great insight as to why I am banging my head up against the proverbial brick wall: nothing I am doing is bringing me success with my struggling students, due to the fact I really don’t know why they are struggling, and there is nobody at my school, including the learning specialists, who seem to be able to effectively support and guide me or the students, other than to exempt them from the foreign language requirement. Last, it calls into question as to whether the current method for determining placement in a foreign language course is adequate, especially given the fact that there is a range of learners with respect to learning styles and aptitudes at my school.

Thus, perhaps instead of a generic placement test designed by the department chair, what we should be using is a Foreign Language Aptitude Test. Two such tests currently exist: that designed by Carroll, for students in grades 3-6, and another, by Dr. Paul Pimsleur, for students in grades 7-12.In as far as the motivation to succeed in second language courses is concerned, it is there, albeit imposed: the kiddos need it to graduate from high school, and to gain admission into a competitive college or university. While this is not the sort of motivation I as a teacher would like for my students to have to propel their foreign language studies, it is what it is. That being said, I have taught students who were working hard, perhaps at the expense of their other courses, and became not only increasingly anxious about not passing Spanish, but also very despondent towards the language learning experience.

Foreign language study, given a high aptitude, is very challenging. According to R.C. Gardner in his paper, “Language Learning Motivation: The Student, the Teacher, and the Researcher”, students, in addition to passing the course, “must acquire language content and language skills, and develop some degree of automaticity and fluency with their handling of the language; and ultimately, some degree of willingness to use the language outside of the classroom.” However, via the insights provided by assessing language aptitude, perhaps we can help all learners to maximize their cognitive strengths, effectively support their weaknesses, and lead them to more positive and productive foreign language learning experiences.

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