Language-learning aptitude

By Christian Tiplady, Pedagogy Manager at Language Services Direct

This question lies at the heart of that clichéd conundrum…’nature or nurture?’ To be a ‘good’ language learner, is there some inherent capacity that makes us better or worse (nature) or is it more a case of a conglomeration of situational factors affecting our success (nurture)? In essence, how much control do we ultimately have over this?

You still hear so many people say ‘oh, I’m no good at learning languages!’ as if it is something that is completely outside their control. I sometimes wonder if at the root of this statement is a semi-conscious need to absolve oneself from a perceived deep-rooted responsibility to learn a language. But I feel the answer lies in something simpler; these people are ‘no good’ at learning languages because they choose not to be.

Surely (with a few exceptions) we are all at least capable of learning a language; we all manage to learn our mother tongue, after all, and most of us to a very proficient level. But can we learn a second language as easily? This question goes to the core theories of second language acquisition, which can be enlightening but inconclusive, if not impractical to the average reader. However useful theories can be (and they can be to educationalists), in practice we don’t all feel that we can learn a second language to the same extent. Why is this? Most would argue that it is connected to a myriad of factors including opportunity.

Put it to the test?

There are various tests to ascertain language learning aptitude ranging from the more formal (some would say more ‘scientific’) MLAT, to informal online questionnaires. Language learning aptitude does not refer to whether or not someone can (or cannot) learn a foreign language. It is usually assumed that almost everyone can learn a foreign language given sufficient opportunity. According to the authors of the MLAT, language learning aptitude refers to the “prediction of how well, relative to other individuals, an individual can learn a foreign language in a given amount of time and under given conditions.”.

Early research in the 1970s focused on the strategies necessary to be a good language learner. In the 1980s and 1990s, research mostly honed in on socio-cultural influences and the individual differences that might make a good language learner: including motivation, age, style, personality, gender, metacognition, autonomy, beliefs, culture and aptitude. An admittedly rather oversimplified summary is that ‘the jury is still out!’.

And the verdict is…

We may never completely agree on what it takes to be a good language learner, but surely it is beyond question that learning a language takes time, energy, motivation, commitment and (perhaps most importantly) an exposure to the language. There is no magic pill we can take to allow us to know or speak a language and we need to put in the effort, in the right conditions. In order to give yourself or your employees an advantage, it’s important you choose language training providers that recognise this and are able to design bespoke courses with each individual in mind.

Whenever we set ourselves the objective of learning a new skill (in this case, a language), the right attitude is needed, along with some hard work and effort; but also situational factors need to be right for learning to take place. I recently began to learn Arabic – in the beginning, I found my motivation was high but learning felt a slog. Although I have a good teacher, our contact time is very sporadic and I struggle to find the time to study independently. Although there is an intrinsic joy of learning, there is (as yet) no overriding extrinsic need to learn. And most of all, I am not exposed to Arabic on a regular basis so I do not have enough practice in listening and speaking. So consequently, progress has been slow. What would make the difference? In my opinion, the difference would be: (1) a real and imminent need to learn the language (motivation); (2) time; and (3) sufficient contact/exposure to the language to allow learning and practice. If these factors don’t conspire positively, then I will need to be content with learning slowly.

Rather than ‘are you good/average/ bad at learning languages’, we would say that everyone can learn languages. This takes the judgement out of things and hands us back both the opportunity, and the responsibility for learning. This responsibility does not have to be a burden if we remember that we have choices to make in life. Is your choice to learn a language?

Bibliography

Griffiths, C., Ed, (2008). Lessons from Good Language Learners. Cambridge: Cambridge University Press. Naiman, N. ed., (1978.) The good language learner (Vol. 4). Multilingual Matters. Norton, B. and Toohey, K., 2001. Changing perspectives on good language learners. TESOL quarterly, 35(2), pp.307-322.

Reiss, M.A., (1985). The Good Language Learner: Another Look. Canadian Modern Language Review, 41(3), pp.511-23. Rubin, J., (1975). What the “good language learner” can teach us. TESOL quarterly, pp.41-51. Stern, H.H. (1975) What can we learn from the good language learner? The Canadian Modern Language Review, 31, pp. 304–318. Wenden, A.L. (1987) How to be a successful second language learner: insights and prescriptions from L2 learners. In A.L. Wenden and J. Rubin (eds.), Learner Strategies in Language Learning. London: Prentice Hall, pp. 103–117.

References

Stansfield, Charles W. “Language Aptitude Reconsidered.” ERIC Digest. Washington DC: ERIC Clearinghouse on Languages and Linguistics, 1989.