Book contents
- Language Aptitude Theory and Practice
- The Cambridge Applied Linguistics Series
- Language Aptitude Theory and Practice
- Copyright page
- Contents
- Figures
- Tables
- Editors and Contributors
- Preface and Acknowledgments
- 1 Language Aptitude Research
- Part I Revisiting and Refining Aptitude Tests
- 2 The MLAT-Elementary
- 3 Testing Language Aptitude
- 4 The High-Level Language Aptitude Battery (Hi-LAB)
- 5 Exploring the Predictive Validity of the LLAMA (v1) Language Aptitude Tests
- Part II Aptitude Testing of Diverse Groups
- Part III Innovative Perspectives and Paradigms
- Part IV Aptitude–Treatment Interaction (ATI)
- Part V Final Commentaries
- Index
- References
2 - The MLAT-Elementary
History, Adaptations, and Current Uses
from Part I - Revisiting and Refining Aptitude Tests
Published online by Cambridge University Press: 27 May 2023
Book contents
- Language Aptitude Theory and Practice
- The Cambridge Applied Linguistics Series
- Language Aptitude Theory and Practice
- Copyright page
- Contents
- Figures
- Tables
- Editors and Contributors
- Preface and Acknowledgments
- 1 Language Aptitude Research
- Part I Revisiting and Refining Aptitude Tests
- 2 The MLAT-Elementary
- 3 Testing Language Aptitude
- 4 The High-Level Language Aptitude Battery (Hi-LAB)
- 5 Exploring the Predictive Validity of the LLAMA (v1) Language Aptitude Tests
- Part II Aptitude Testing of Diverse Groups
- Part III Innovative Perspectives and Paradigms
- Part IV Aptitude–Treatment Interaction (ATI)
- Part V Final Commentaries
- Index
- References
Summary
The chapter first revisits the major developments of MLAT and its variants based on Stansfield & Reed (2019), and then turns to focus on the MLAT-Elementary test battery that was designed particularly for long-neglected groups of young L2 learners, including the history of MLAT-E, its applications and validations over the past five decades, and finally, and outline of its future.
Keywords
- Type
- Chapter
- Information
- Language Aptitude Theory and Practice , pp. 25 - 46Publisher: Cambridge University PressPrint publication year: 2023
References
Carroll, J. B. (1941). A factor analysis of verbal abilities. Psychometrica, 6(5), 279–307.Google Scholar
Carroll, J. B. (1962). The prediction of success in foreign language training. In Glaser, R. (ed.), Training Research and Education. Pittsburgh PA: University of Pittsburgh Press, pp 83–136.Google Scholar
Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723–733.Google Scholar
Carroll, J. B. (1981). Twenty-five years of research on foreign language aptitude. In Diller, K. (ed.), Individual Differences and Universals in Language Learning Aptitude. Rowley MA: Newbury House, pp. 83–118.Google Scholar
Carroll, J. B. (1990). Cognitive abilities in foreign language aptitude: Then and now. In Parry, T. S. & Stansfield, C. W. (eds.), Language Aptitude Reconsidered. Washington, DC: Center for Applied Linguistics, pp. 11–29.Google Scholar
Carroll, J. B., & Sapon, S. M. (1967). Modern Language Aptitude Test-Elementary. New York: Psychological Corporation. Republished in 2004 at Rockville, MD: Language Learning and Testing Foundation.Google Scholar
Correll, W., & Ingenkamp, K. (eds.). (1967). Fremdsprachen-Eignungstest fϋr die Unterstufe, Test FTU. 4–6 (FL Aptitude Test for Primary School Grades 4–6). Weinheim-Berlin: Julius Beltz Verlag.Google Scholar
Darabad, A. M. (2013). Does language aptitude make a difference? International Journal of Applied Linguistics, 5(4), 1–20.Google Scholar
Eckes, T., & Grothjahn, R. (2006). A closer look at the construct validity of C-tests. Language Testing, 23(3), 290–325.Google Scholar
Franklin Special School District (FSSD). (2016, June 1). Honors Program Summer Testing. Retrieved from: https://www.fssd.org/Google Scholar
Hanan, R. E. (2015). The effectiveness of explicit grammar instruction for the young foreign language learner: A classroom-based experimental study. Unpublished PhD thesis, York, UK: University of York.Google Scholar
Harper, F. B. W., & Kieser, W. E. (1977). The validity of the Elementary Modern Language Aptitude Test for French language achievement in grades seven and eight. Canadian Modern Language Review, 34(1), 23–6.Google Scholar
Hauptman, P. C. (1971). A structural approach vs. a situational approach to foreign-language teaching. Language Learning, 21(2), 235–244.Google Scholar
Kiss, C., & Nikolov, M. (2005). Developing, piloting, and validating an instrument to measure young learners’ aptitude. Language Learning, 55(1), 99–150.CrossRefGoogle Scholar
Klein-Braley, C. (1997). The C-Test in the context of reduced redundancy testing; an appraisal. Language Testing, 14(1), 47–84.Google Scholar
Lavrič, T. (2015). The relationship between language aptitude and learning motivation of the year 5 students of the primary school in English. Unpublished MSc thesis, Ljubljana, Slovenia: Faculty of Pedagogy, University of Ljubljana.Google Scholar
Lenneberg, E. H. (1967). Biological Foundations of Language. New York: John Wiley & Sons.Google Scholar
Oller, J. W. (1973). Cloze tests and what they measure. Language Learning, 23(1), 105–118.Google Scholar
Otto, I. (1996). Language aptitude testing: Unveiling the mystery. Novelty, 3(3), 6–20.Google Scholar
Petan, A. (2015). Identifying language aptitude for English in year 5 students of primary school. Unpublished MSc thesis, Ljubljana, Slovenia: Faculty of Pedagogy, University of Ljubljana.Google Scholar
Reed, D. J., & Stansfield, C. W. (2004). Using the modern language aptitude test to identify a foreign language learning disability: Is it ethical? Language Assessment Quarterly, 1(2&3), 161–176.Google Scholar
Roehr-Brackin, K., & Tellier, A. (2019). The role of language-analytic ability in children’s instructed second language learning, Studies in Second Language Acquisition, 41(5), 1111–1131. http://repository.essex.ac.uk/24076/1/RIS_Roehr-Brackin_Tellier_2019_SSLA.pdfGoogle Scholar
Rosa, D., & Muñoz, C. (2013). Do attitudes and aptitude go together? A study with 5th grade primary students. In Proceedings of the 30th AESLA Conference. Lleida, Cataluña, Spain: Universitat de Lleida, pp. 102–108.Google Scholar
Roversi, A. (2014). The language aptitude of year 5 primary school students in Slovenia and in the Slovenian minority in Italy. Unpublished MSc thesis, Ljubljana, Slovenia: Faculty of Pedagogy, University of Ljubljana.Google Scholar
Sapon, S. M. (1955). A work sample test for foreign language prognosis. Journal of Psychology, 39, 97–104.Google Scholar
Scheibner-Herzig, G., Gorsse-Oetringhaus, R., & Pieper-Ortmann, A. (1977). Prediction of nine-year-old children’s language learning aptitude. International Review of Applied Linguistics, 15(1–4), 197–208.Google Scholar
Sparks, R. (2006). Is there a “disability” for learning a foreign language? Journal of Learning Disabilities, 39(6), 544–557.Google Scholar
Sparks, R. (2009). If you don’t know where you’re going, you’ll wind up somewhere else: The case of “foreign language learning disability.” Foreign Language Annals, 42(1), 7–26.Google Scholar
Sparks, R. L. (2016). Myths about foreign language learning and learning disabilities. Foreign Language Annals, 49(2), 252–270.Google Scholar
Stansfield, C. W., & Reed, D. J. 2004. The story behind the Modern Language Aptitude Test: An interview with John B. Carroll (1916–2003). Language Assessment Quarterly: An International Journal, 1(1), 43-56.Google Scholar
Stansfield, C. W., & Reed, D. J. (2019). The MLAT at 60 years. In Wen, Z., Skehan, P., Biedron, A., Li, S., & Sparks, R., (eds.), Language Aptitude: Advancing Theory, Testing, Research and Practice. New York, NY: Routledge, pp 15–32.Google Scholar
Stansfield, C. W., Reed, D. J., & Velasco, A. M. (2005 ). Prueba de aptitud para lenguas extranjeras: Versión de primaria. Rockville, MD: Language Learning and Testing Foundation.Google Scholar
Suarez, M. M. (2010). Language aptitude in young learners: The Elementary Modern Language Aptitude Test in Spanish and Catalan. (Unpublished PhD dissertation.) Barcelona: University of Barcelona.Google Scholar
Suarez, M. M., & Muñoz, C. (2011). Aptitude, age, and cognitive development. In Roberts, L., Pallotti, G., & Bettoni, C. (eds.), EUROSLA Yearbook 11. Amsterdam: John Benjamins Publishing, pp. 5–29.Google Scholar
Tellier, A. (2013). Metalinguistic awareness and foreign language learning in primary schools: A classroom study with children aged 8 to 9 years. Unpublished PhD dissertation, University of Essex.Google Scholar
Tellier, A., & Roehr-Bracken, K. (2013). The development of language learning aptitude and metalinguistic awareness in primary school children: A classroom study. Essex Research Reports in Linguistics, 62(1), 1–28.Google Scholar
Udry, I., & Berthele, R. (2021). The smart, the motivated and the selfconfident: The role of language aptitude, cognition, and affective variables in early instructed foreign language learning. In Berthele, Raphael & Udry, Isabelle (eds.), Individual differences in early instructed language learning: The role of language aptitude, cognition, and motivation, 71–90. Berlin: Language Science Press. DOI: 10.5281/zenodo.5464749.Google Scholar