Language Learning

Annual Review of Applied Linguistics (2001) 21, 90–111. Printed in the USA.
Copyright © 2001 Cambridge University Press 0267-1905/01 $9.50

6. APTITUDE FOR LEARNING A FOREIGN LANGUAGE

Richard Sparks and Leonore Ganschow

What has happened with the construct of foreign language aptitude since 1990, at
which time symposium participants from around the world agreed that the “…time
has cometo rethink the notion of what constitutes aptitude to learn foreign
languages?” To answer this question, we begin with a review of studies on foreign
language aptitude and its measurement prior to 1990. We then describe research
and thinking in the 1990s in several areas, including affective variables; language
learning strategies; learning styles as contributors to aptitude; and aptitude asa
cognitive construct affected by language variables. Next, we review research on
individual differences in language learners and the importance of
phonological/orthographic processing for foreign language learning. Finally, we
suggest new directions for research in foreign language aptitude.

In 1990, 65 international experts on foreign language (FL) instruction from
across the worldreached agreement that “…the time has come to rethink the whole
notion of what constitutes ‘aptitude’ to learn FL’s” (Parry & Stansfield, 1990, p.
2). In this chapter, we first review studies up to 1990 and then describe research
and thinking in the 1990s. In particular, we pay attention to topics such as FL
aptitude tests, affective variables as contributors to aptitude, language learningstrategies as contributors to aptitude, and the linguistic coding differences
hypothesis (LCDH) as a plausible construct for the study of FL aptitude. In the last
section, “FL Aptitude Reconsidered,” we summarize our findings on recent
changes in thinking on FL aptitude and suggest directions for future research.
FL Aptitude Up to 1990
Foreign language (FL) aptitude has been of interest to FLresearchers in
the U.S. since the 1920s. Spolsky (1995) reports that the initial interest in language
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aptitude came from colleges and universities. However, the major developments in
FL aptitude testing in the 1960s were the results of initiatives by the government.
The first attempts to develop FL aptitude tests occurred in the late 1920s
and1930s when language specialists constructed “prognosis” tests. These tests
were developed to determine both how well one might perform in FL learning
situations and also who might not benefit from FL instruction. Stoddard and
Vander Beke’s (1925) test included subtests involving English grammar and
Esperanto words. A group at George Washington University developed a test that
involved learningelements of an artificial language (Hunt et al., 1929). Luria and
Orleans (1928) developed a test that included vocabulary exercises and grammar
translations in Spanish and French. Symonds (1930a, b), who also developed a test
for FL prognosis, suggested that three types of aptitude were important: ability in
the student’s native language, general intelligence, and “quick learning” tests in thenew language. His test was useful for predicting performance in French high
school classes (e.g., see Michel, 1934, 1936). However, Kaulfers (1931) reported
that IQ scores or English grades were better predictors of FL performance than
were the prognosis tests. He suggested that prognosis tests were actually weighted
intelligence tests. Kaulfers (1939) also suggested that the effectiveness ofaptitude
tests for FL learning was dependent on the instructional situation.
During World War II, admission to intensive language training courses in
the military was based primarily on previous education (Spolsky, 1995). As
language training increased in the military, the U.S. Army funded a study of FL
aptitude led by Dorcus, et al. (1953) at UCLA. The group developed a paper and
pencil...