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Summary Introducing Second Language Acquisition H8
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A summary of Chapter 8 from Introducing Second Language Acquisition
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Hummel Chapter 8: Invidual DifferencesIntelligence
Intelligence = hypothesized general factor underlying the ability to adapt to the environment, often
operationalized in terms of traditional IQ tests emphasizing skills valued in academic contexts.
One view suggests that there is one unique, general intelligence.
Another view suggests that numerous types of intelligence exist. Gardner proposed 9 different types,
Sternberg proposed 3 characteristics.
Genesee (1976) studied the link between intelligence and L2 learning. The study found that reading,
grammar and math tests were correlated with IQ, while auditory comprehension and interpersonal
communication were not.
Cummins (1979) explained Genesee’s result with a distinction between
Cognitive/academic language proficiency (CALP): IQ-related skills requiring abstract language
abilities (analysis, synthesis, etc.) useful in carrying out academic-related tasks
and
Basic interpersonal communicative skills (BICS): IQ-non-related skills useful in carrying out face-to-
face personal communication, as in conversations.
Language Learning Aptitude
Aptitude: (in language learning) Basic abilities that facilitate L2 learning; it varies between individuals
Carroll (1981) described 4 characteristics of aptitude:
1. It must be shown to be separate from general IQ and achievement
2. It must be shown to be separate from motivation
3. It is a stable factor, perhaps innate
4. It is viewed not as prerequisite for SLA, but as a capacity that enhances rate and ease of
learning
It is generally accepted that aptitude is comprised of a number of distinct components, like phonetic
coding ability and memory ability.
Modern Language Aptitude Test (MLAT): Test that measures aptitude components phonetic coding
ability (the ability to analyse and retain new sounds), grammatical sensitivity (the ability to identify
the functions words play in sentences), and rote memory (the ability to memorize new vocabulary)
through five different subtests.
Research on the relation between MLAT scores and language learning achievement shows ±20-35%
of variance, so a fair amount of influence can be attributed to aptitude.
L1 skill has been linked with L2 aptitude, and in some research, with L2 proficiency as well.
Aptitude may have different effects on learners at different stages. Perhaps the role of different
aptitude components (phonetic coding ability, memory, etc) differs according to learning stage. Also,
different teaching and learning contexts require different aptitude components.
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