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APTITUDE
(Ortega, 2013) - Coggle Diagram
APTITUDE
(Ortega, 2013)
Key Concepts
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Components
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Phonetic Coding Ability: Identifying, remembering, and reproducing unfamiliar sounds.
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Models & Theories
Carroll's Model and the MLAT: The Modern Language Aptitude Test (MLAT) assesses aptitude using tasks linked to the above components.
Robinson's Aptitude Complex Hypothesis: Emphasizes that aptitude is a multidimensional construct with abilities interacting differently across contexts.
Skehan's Information Processing Model: Aligns aptitude components with stages of SLA: noticing, patterning, controlling, and lexicalising. It reconceptualises language aptitude.
Sparks & Ganshow's Linguistic Coding Hypothesis: people differ in their ability to handle phonological–orthographic processing operations, in their L1 as much as in their L2
Psycholinguistic
concepts
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Affect = issues of temperament, emotions and how humans feel towards information, people, objects, actions and thoughts
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Empirical Findings
Role in Formal Learning
Analytical abilities are more critical for older learners, while memory plays a larger role for younger learners.
Aptitude predicts L2 learning rates in classroom settings but varies in its impact based on teaching methods and learner age.
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Memory & Vocabulary
Short-term memory predicts early vocabulary acquisition, but its influence diminishes at advanced stages as the L2 lexicon grows.
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Relevance to SLA
Aptitude underscores the variability in language learning outcomes and highlights the importance of personalized instruction. It provides insights into designing curricula and understanding individual learners' strengths and challenges
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