Second language (L2) learners are different. They learn with different speed and different results. There are many explanations for that issue. The general factors that influence second language learning are: age, aptitude and intelligence, cognitive style, attitudes, motivation and personality (Ellis 1985). The aim of this article is to present these factors and their contribution to success o...

Languaging—that is, using language to mediate thinking, orally or in writing—facilitates second (L2) learning. As languaging requires the deliberate, analytical action of L2 learners, learners with higher aptitude are likely benefit more from than those lower aptitude. Thus, this study investigated extent which mediates effects written (WL) on Pre-intermediate Japanese university students were ...

As language rhythm relies partly on general acoustic properties, such as intensity and duration, mastering two languages with distinct rhythmic properties (i.e., stress position) may enhance musical rhythm perception. We investigated whether competence in a second language (L2) with different rhythmic properties than a L1 affects musical rhythm aptitude. Turkish early (TELG) and late learners (...

Abstract Widespread use of the Modern Language Aptitude Test (MLAT) in L2 studies individual differences implicitly assumes that aptitude is a distinct cognitive facet. There considerable evidence for prediction from L1 abilities to learning. In this longitudinal study, L1-MLAT-L2 relations were examined 307 US secondary students based on six and measures language literacy, MLAT. Mediation regr...

The origin of individual differences in aptitude, defined as a domain-specific skill within the normal ability range, and talent, defined as a domain specific skill of exceptional quality, is under debate. The nature of the variation in aptitudes and exceptional talents across different domains was investigated in a population based twin sample. Self-report data from 1,685 twin pairs (12-24 yea...

Abstract This article discusses the conceptualization, measurement, and validity of a recently emerged construct in field second language acquisition (SLA)—implicit aptitude (alternatively “implicit aptitude”). Implicit is set cognitive abilities that enable learners to make unconscious computations distributional transitional probabilities linguistic input. key an accurate understanding founda...

Aptitude tests analyse the aptitude of persons for studying at a specific school or university as well as for working within a specific company. Due to the recent technology advances, web-based solutions are increasingly used for the implementation of aptitude tests. These web-based aptitude tests can be utilised for rather standardized test methods, testing a large amount of users. Based on th...

In the past two decades the topic of beliefs about language learning has been attracting considerable research interest. The first to conduct a systematic research into the nature of language learning beliefs was Elaine Horwitz of the University of Texas at Austin, who developed the Beliefs About Language Learning Inventory (BALLI). This instrument has since been used to assess learners’ belief...