Aptitude, Phonological Memory, and Second Language Proficiency in Nonnovice Adult Learners

Autor/in	Hummel, Kirsten M.
Titel	Aptitude, Phonological Memory, and Second Language Proficiency in Nonnovice Adult Learners
Quelle	In: Applied Psycholinguistics, 30 (2009) 2, S.225-249 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716409090109
Schlagwörter	Second Languages; Adult Learning; Adult Students; Factor Analysis; Memory; French; Native Speakers; Teacher Education Programs; Predictor Variables; Applied Linguistics; Psycholinguistics; Language Aptitude; Language Proficiency; Second Language Learning; English (Second Language) + Suchen Sie Ihr Suchwort? Second language; Zweitsprache; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Faktorenanalyse; Gedächtnis; Französisch; Muttersprachler; Prädiktor; Linguistics; Linguistik; Angewandte Linguistik; Psycholinguistik; Sprachbegabung; Spracheignung; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study explores the relationship between aptitude, phonological memory (PM), and second language (L2) proficiency in nonnovice adult learners of English as an L2. Native speakers of French (N = 77) enrolled in a university Teaching English as a Second Language program were the participants in the study. Exploratory factor analysis revealed three main factors corresponding to the variables examined: L2 proficiency, aptitude, and PM. Multiple regression analyses revealed aptitude subtests and PM together predicted 29% of the variance in L2 proficiency. Additional regression analyses carried out on lower and higher proficiency subgroups, created by a median split on proficiency scores, revealed that none of the variables predicted L2 proficiency in the higher proficiency subgroup. PM remained as a significant predictor for the lower proficiency subgroup, extending the pattern of results found elsewhere in younger populations to adult nonnovice L2 learners. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=APS
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10