Cognitive Aptitudes and L2 Speaking Proficiency: Links between LLAMA and HI-LAB

Autor/in	Granena, Gisela
Titel	Cognitive Aptitudes and L2 Speaking Proficiency: Links between LLAMA and HI-LAB
Quelle	In: Studies in Second Language Acquisition, 41 (2019) 2, S.313-336 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Granena, Gisela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
Schlagwörter	Second Language Learning; Intelligence Tests; Memory; Language Aptitude; Language Tests; Prediction; Language Proficiency; Accuracy; Language Fluency; College Students; Second Language Instruction; Spanish; Language Processing; Psycholinguistics; Correlation; Test Construction; Test Format; Comparative Analysis; Vocabulary + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Intelligence test; Intelligenztest; Gedächtnis; Sprachbegabung; Spracheignung; Language test; Sprachtest; Vorhersage; Language skill; Language skills; Sprachkompetenz; Collegestudent; Fremdsprachenunterricht; Spanisch; Sprachverarbeitung; Psycholinguistik; Korrelation; Testaufbau; Testentwicklung; Wortschatz
Abstract	This study investigated the underlying structure of a set of eight cognitive tests from the two most recent language aptitude test batteries: the LLAMA (Meara, 2005) and the Hi-LAB (Linck et al., 2013) to see whether they had any underlying constructs in common. The study also examined whether any of the observed constructs could predict L2 speaking proficiency in terms of complexity, accuracy, or fluency. Participants were 135 college-level students learning Spanish as an L2 in the United States. Results showed that the LLAMA and the Hi-LAB include tests that tap the same constructs. Specifically, the tests from the two batteries loaded onto three different factors, interpreted as "Explicit Aptitude," "Implicit Memory Ability," and "Implicit Learning Ability." The results further showed that Implicit Memory Ability was a significant predictor of L2 speed fluency and interacted with Implicit Learning Ability as a predictor of lexical complexity. This finding suggested that L2 learners with greater Implicit Memory Ability may be better at accessing and retrieving previously learned or known information effortlessly. In the case of lexical complexity, the effect of Implicit Memory Ability depended on the level of Implicit Learning Ability. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01