Effects of Sound, Vocabulary, and Grammar Learning Aptitude on Adult Second Language Speech Attainment in Foreign Language Classrooms

Autor/in	Saito, Kazuya
Titel	Effects of Sound, Vocabulary, and Grammar Learning Aptitude on Adult Second Language Speech Attainment in Foreign Language Classrooms
Quelle	In: Language Learning, 67 (2017) 3, S.665-693 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12244
Schlagwörter	Second Language Learning; Adults; Speech Skills; English (Second Language); Foreign Countries; Pictorial Stimuli; Language Aptitude; Pronunciation; Language Fluency; Vocabulary; Grammar; Scores; Phonemics; Memory; Language Skills; Correlation; Phonological Awareness; Morphology (Languages); Accuracy; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Mündliche Leistung; Sprachfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Fantasieanregung; Sprachbegabung; Spracheignung; Aussprache; Language skill; Language skills; Sprachkompetenz; Wortschatz; Grammatik; Fonemsystem; Gedächtnis; Korrelation; Morphology; Morphologie
Abstract	This study examines the relationship between different types of language learning aptitude (measured via the LLAMA test) and adult second language (L2) learners' attainment in speech production in English-as-a-foreign-language (EFL) classrooms. Picture descriptions elicited from 50 Japanese EFL learners from varied proficiency levels were analyzed through a range of pronunciation, fluency, vocabulary, and grammar measures. Results indicated that the learners' aptitude test scores in phonemic coding, rote and associative memory, and language analytic ability were moderately associated with the phonological/morphological accuracy, fluency, and lexicogrammar complexity of production, which are linguistic aspects thought to be instrumental in the acquisition of advanced L2 oral ability. In contrast, aptitude--proficiency links were not found with respect to relatively implicit and incidental learning aptitude (sound recognition) and foundational aspects of proficiency (appropriate use of frequent words). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01