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Dissertations / Theses on the topic 'Aptitude for languages'

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Published: 5 June 2025

Last updated: 2 August 2025

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1

Sorenson, Britainy Dawn. "Motivation in Learners of Japanese as a Foreign Language: An Analysis of Profiles and Behaviors." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2264.

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This thesis examines motivation in English L1 learners of Japanese as a Foreign Language (JFL) by analyzing the students' responses to a questionnaire modeled after Dörnyei's research and an observational instrument called the Motivation Behaviors of Language Learning (MBLL) modeled after Guilloteaux and Dörnyei's (2008) research on motivational teaching strategies on behaviors. The data from the questionnaires were subjected to a discriminative analysis of students answers in relation to a high grade (receiving a B- or higher) or lower (C+ or lower) in their Japanese classes. A Factor Analysi

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2

Suárez, Vilagran María del Mar. "Language Aptitude in Young Learners: The Elementary Modern Language Aptitude Test in Spanish and Catalan." Doctoral thesis, Universitat de Barcelona, 2010. http://hdl.handle.net/10803/38244.

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The present dissertation is concerned with language aptitude in young learners. The first aim of this dissertation is to validate the content of two new instruments: the adaptation to both Spanish (MLAT-ES) and Catalan (MLAT-EC) of the Modern Language Aptitude Test – Elementary (MLAT-E) (Carroll & Sapon, 1967). The second aim of this dissertation is to study the relationship between language aptitude, L1 acquisition and cognitive development. The norming study of the MLAT-E offers data of children from grade 3 to 6 while that of the MLAT-ES covers grades 3 to 7. In both norming studies, whi

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3

Chalmers, James. "How stable is second language aptitude? Effects of second language learning and language analysis training on second language aptitude test scores." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376507.

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While second language (L2) aptitude has traditionally been considered a stable individual factor in SLA, more recent research and theory has questioned this assumption (Singleton, 2017). If L2 aptitude is stable, then the implication is that this set of cognitive abilities are genetic in origin and/or limited (Skehan, 1998). On the other hand, if L2 aptitude is not stable and is sensitive to experience, then it suggests that whatever constitutes L2 aptitude can be taught to make initial L2 learning easier and faster. While more recent studies have found that the L2 learning experience itself s

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4

Wistner, Brian. "Effects of metalinguistic knowledge and language aptitude on second language learning." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/250126.

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Applied Linguistics<br>Ph.D.<br>The purpose of this study was to investigate the effects of metalinguistic knowledge and language learning aptitude on second language (L2) procedural knowledge. Three lines of inquiry were undertaken: (a) confirming the factorial structure of metalinguistic knowledge and language learning aptitude; (b) testing the relative effects of metalinguistic knowledge and language learning aptitude on L2 procedural knowledge; and (c) assessing the relative contributions of receptive and productive metalinguistic knowledge and components of language learning aptitude to L

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Alexiou, Thomai. "Cognitive development, aptitude and language learning in Greek young learners." Thesis, Swansea University, 2005. https://cronfa.swan.ac.uk/Record/cronfa42407.

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Current views of foreign language learning aptitude are adult orientated. Descriptions of aptitude are cast in terms of sophisticated language abilities and these are investigated by means of complex language tests. It is not possible within this framework to test, or even describe, aptitude in young children since their language capacities are still developing. Recent studies support the idea that there is a link between the general cognitive skills that learners possess and their success in learning their second language. They can suggest, therefore, which separate elements of cognitive abil

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6

Saleemi, Anjum P. "Universal grammar and language learnability /." Cambridge : Cambridge university press, 1992. http://catalogue.bnf.fr/ark:/12148/cb35562111k.

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7

Kwan, Katrina. "Success in early and late French immersion : a study on language aptitude and motivation." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55114.

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French immersion programs have continued to increase in popularity in British Columbia over the past ten years. The expected French language outcomes are the same for both Early French immersion (EFI) and Late French immersion (LFI) programs, yet it is commonly believed that an early start to language learning will lead to a greater level of second language proficiency. Research in the context of French immersion programs has not always supported this view. A variety of factors have the potential to influence second language learning and outcomes; however, foreign language aptitude and motivat

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8

Thompson, Meryl. "Language in selection tests : an examination, review and critique of language in tests used to select applicants for further education, training and employment /." Title page, contents and summary only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09dmt474.pdf.

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9

Haslam, Naomi Ofeina. "The Effect of Language Aptitude and Strategy Use on ESL and EFL Learners' Pronunciation Proficiency." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/8850.

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The purpose of this study was to determine whether language aptitude and the use of language strategies predict pronunciation gains in second language (L2) acquisition. A second goal was to determine whether these factors differed depending on whether learning occurred in an English as a second language (ESL) or English as a foreign language (EFL) learning context. Eighty-six ESL students in the United States and one hundred EFL students in China were asked to take the Pimsleur language aptitude test. The top 15 or 16 and lowest 15 or 16 scorers on this test from each group were asked to compl

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10

Anderson, Sheri Lynn. "Differential gains in oral proficiency during study abroad| The role of language learning aptitudes." Thesis, Georgetown University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3559864.

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<p>This inquiry analyzed the relationships between individual differences and gains made in oral proficiency of adult, second language learners of Spanish during one semester studying abroad. Oral proficiency was measured using a pre/post-SA Computerized Oral Proficiency Instrument (COPI, CAL, 2009). Gain scores were correlated with two cognitive aptitude measures: 1) the Modern Language Aptitude Test (MLAT); 2) a phonological working memory test (WM); and 3) a series of motivational and affective aptitude measures including Willingness-to-communicate (WTC, McIntyre, 1992), motivation and othe

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11

Myer, Bettye J. "Relationships among selected measures of auditory foreign language aptitude and achievement, musical aptitude and experience, prior academic achievement, sex, and handedness factors at the secondary school level." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273002085.

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12

Barnard, Miriam K. "The Assessment of Cognitive Development and Writing Aptitude Within Learning Communities." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2916/.

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Learning communities have emerged as an efficient and effective paradigm for improving undergraduate education, especially for entering freshmen. The academy has become increasingly interested in learning outcomes and student retention, especially as they are related to the assessment of various approaches to educating the whole student. Learning community pedagogy has developed through rigorous research. However, little is known about the impact of this pedagogy upon college students' cognitive development and writing aptitude. Cognitive development theory has been most significantly influen

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13

Haslam, Naomi Ofeina. "The Relationship of Three L2 Learning Factors with Pronunciation Proficiency: Language Aptitude, Strategy Use, and Learning Context." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3544.pdf.

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14

Véliz, Campos Mauricio Enrique. "Pronunciation learning strategy use, aptitude, and their relationship with pronunciation performance of pre-service English language teachers in Chile." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/17794.

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The main objective of this thesis is to establish whether or not there is a relationship between (foreign) language aptitude, pronunciation learning strategies (PLSs), and pronunciation performance. Also, embedded in the major objective is the aim of uncovering which PLSs are most frequently used and which PLSs have been used for the longest period of time. Following a positivistic approach to research, through a correlational and statistically descriptive methodology, all participants were asked to take three tests, each of which was intended to gather data for the three major variables under

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15

Cooney, Denis J. "Reliability estimates and exploratory factor analysis of an American Sign Language administration of the General Aptitude Test Battery." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21560.pdf.

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Elizi, Cesar Eduardo Duarte 1969. "Aptidão para língua estrangeira : a perspectiva do aluno universitário." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/268857.

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Orientador : Linda Gentry El-Dash<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-27T17:43:11Z (GMT). No. of bitstreams: 1 Elizi_CesarEduardoDuarte_D.pdf: 2005884 bytes, checksum: 580e3b7843229d45e17544d85b6ce52a (MD5) Previous issue date: 2015<br>Resumo: O objetivo deste estudo foi investigar o conceito de Aptidão para língua estrangeira (AL2) do ponto de vista de um grupo de estudantes universitários. Nosso interesse foi conhecer os posicionamentos dos estudantes sobre questões como o papel do esforço e o sen

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Roncaglia-Denissen, Maria Paula [Verfasser], and Sonja A. [Akademischer Betreuer] Kotz. "The role of first and second language speech rhythm in syntactic ambiguity processing and musical rhythmic aptitude / Maria Paula Roncaglia-Denissen ; Betreuer: Sonja A. Kotz." Potsdam : Universität Potsdam, 2013. http://d-nb.info/1218399589/34.

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18

Österberg, Rakel. "Motivación, aptitud y desarrollo estructural : Un estudio sobre la actuación lingüística en aprendientes suecos de español L2." Doctoral thesis, Stockholm University, Department of Spanish, Portuguese and Latin American Studies, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8120.

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<p>The aim of the present study is to examine how the development of <i>syntactic complexity</i> and <i>accuracy</i> in spoken Spanish L2 is related to two parameters, <i>motivation</i> and <i>aptitude</i>, in which <i>individual differences</i> are often claimed to correlate with successful second language learning (Dörnyei and Skehan 2003). The study shows how an understanding of the relationship between progression in second language proficiency and motivation is gained through the study of longitudinal data and the assessment of motivation in discourse. The development of syntactic complex

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19

Hatter, Alicia Nicole. "Levelling Up: Designing and Testing a Contextual, Web-based Dreamweaver 8 Tutorial for Students with Technological Aptitude Differences." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-08202007-163527/.

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Thesis (M.A.)--Georgia State University, 2007.<br>Title from file title page. Jennifer L. Bowie, committee chair; George Pullman, Elizabeth Lopez, committee members. Electronic text (160 p. : col. ill.) : digital, PDF file. Description based on contents viewed Mar. 27, 2008 . Includes bibliographical references (p. 149-152).

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Theraulaz, Marie. "Learning content in a second language: Advantageous for the brain? A comparison of monolingual and bilingual students´ cognitive aptitudes in mathematics learning." Thesis, Universidad de las Américas Puebla, 2010. http://catarina.udlap.mx/u_dl_a/tales/documentos/mla/theraulaz_m/.

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This study investigated the relationship between bilingualism and cognitive skills. It shows how 10 to 12 year old bilingual learners apply cognitive aptitudes on mathematic tests compared to monolingual speakers. The study took place in Mexico and compared monolingual Spanish speakers with bilingual Spanish ? German speakers regarding their cognitive aptitudes. The cognitive skills that were being investigated were velocity in spatial speed, short-term memory, logical thinking and abstract reasoning. This study is especially addressed to teachers and parents because it shows the cognitive im

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21

Artieda, Gutiérrez Gemma. "Individual Differences in Adult Learners of English as a Foreign Language at Two Levels of Proficiency." Doctoral thesis, Universitat de Barcelona, 2014. http://hdl.handle.net/10803/134736.

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In today’s globalised world it is becoming increasingly common that adults need to learn new languages at any age. And while the number of foreign language adult learners keeps growing, there is still a dearth of research aiming at elucidating what individual differences explain variation in foreign language learning outcomes in students placed in schools which do not have any entry requirements. This study investigated which individual differences impact second language acquisition at two levels of proficiency out of a set of four IDs: language aptitude, L1 literacy, motivation and orientatio

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22

Sehgal, Sapna. "Individual Differences in the Development of the Oral Fluency of American learners of Spanish Studying Abroad." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/673694.

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This doctoral dissertation examines the effects of a short stay abroad (SA) experience on second language (L2) oral fluency development, taking into consideration individual differences in cognition and the study abroad experience. Relatively little attention has been paid to the cognitive aspects that influence L2 oral fluency gains. Following Segalowitz’s (2010) model, which emphasizes the underlying cognitive processes that affect L2 speech development, the present study investigates both utterance and cognitive fluency, specifically looking at the relationship between inhibitory control (a

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23

Warry, Jaye Ellen. "An analysis of variables affecting standardized test results at the high school level." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33587.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The purpose of this study was to determine the relative contribution to the Massachusetts Comprehensive Assessment System (MCAS) English Language Arts (ELA) of five variables: Type of Community (Urban or Subu

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24

Maldonado, Marcos Roberto. "La circulación de saberes en la formación inicial del profesorado de lengua y la construcción del repertorio didáctico." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/668719.

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Desde un encuadre etnográfico, esta tesis se interesa por la problemática del aprendizaje de los saberes docentes y de la construcción del repertorio didáctico (Cicurel, 2007; Causa, 2012) durante las prácticas profesionales en la formación inicial del profesorado en lengua. En la realización del Prácticum, el estudiante desarrolla una actividad que implica moverse en dos situaciones distintas: el contexto de la institución formadora (la universidad) y el contexto de la escuela. En la situación de formación, el profesor formador utiliza una serie de dispositivos pedagógicos con el fin de probl

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Dagues, Véronique. "Savoir être qu'est-ce à dire ? : du métier d'homme d'"Emile" de J.-J. Rousseau au savoir-être des apprenants d'aujourd'hui." Thesis, Besançon, 2013. http://www.theses.fr/2013BESA1025/document.

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Si les propositions proprement révolutionnaires de l’apprendre comme de l’enseigner de J.-J. Rousseau au XVIIIe siècle ont pu alimenter toute la pensée de l’éducation pendant près de deux siècles, se seraient-elles effondrées au milieu du XXe siècle avec l’arrivée des Approches communicatives, Perspective actionnelle et Cadre européen commun de références pour les langues dans leur prolongement ? Ou bien, ces nouveaux modèles d’apprentissage rejouent-ils Emile ou de l’éducation ? Se pourrait-il que cette fiction nous informe du continuum et de la rupture avec la Tradition éducative occidentale

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Perras, Jean-Alexandre. "L'exception exemplaire : une histoire de la notion de génie du XVIe au XVIIIe siècle." Thèse, Paris 8, 2012. http://hdl.handle.net/1866/8969.

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Cette thèse montre comment s’est constituée la figure du génie en France au cours des XVIe, XVIIe et XVIIIe siècles, en mettant en évidence les paradoxes qui lui ont permis de devenir l’une des notions fondamentales de la modernité. Cette analyse s’articule autour de trois axes principaux. D’abord, il s’agit d’interroger les circonstances de l’invention du terme « génie » dans la langue française, en insistant sur son bagage culturel gréco-latin. La notion de génie apparaît alors comme intimement liée au génie de la langue française et à son histoire. Ensuite, l’analyse s’intéresse au rôle qu

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Sawyer, Stephani C. "Validation of the Modern Language Aptitude Test." 2008. http://trace.tennessee.edu/utk_graddiss/504.

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To determine the utility of the Modern Language Aptitude Test (MLAT; Carroll & Sapon, 1959, 2002) to predict foreign (FL) and native language (NL) learning for foreign language students, it was administered to 347 college students in introductory (100- level) foreign language courses along with measures of reading and reading-related skills (e.g., ND; Nelson-Denny Reading Test; Brown, Fishco, & Hanna, 1993). All correlation coefficients between MLAT and ND scores and FL exam grades are significant at the .001 level except for the MLAT Spelling Clues subtest, which is significant at the .05 lev

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Alshahrani, Merzin Awdah. "The relationship between foreign language aptitude and English language proficiency among Saudi learners of English as a foreign language in Saudi universities." Thesis, 2011. http://hdl.handle.net/1959.13/917315.

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Research Doctorate - Doctor of Philosophy (PhD)<br>The present study aims to explore whether or not there is a relationship between two multifaceted variables: foreign language aptitude and second language proficiency. 56 male students at King Khalid University in Saudi Arabia participated in the current study. The researcher examined how well the participants’ score in a foreign language aptitude test predicted their success in a foreign language proficiency test (TOEFL) before and after a seven-month English course. In contrast to traditional studies in the field, this study uses not only th

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El, Euch Sonia. "Identifying learner types on the basis of the modern language aptitude test /." 1997. http://proquest.umi.com/pqdweb?did=740668021&sid=1&Fmt=2&clientId=9268&RQT=309&VName=PQD.

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Eriksson, Jodi M. "An investigation of the technical properties of the Modern Language Aptitude Test." 1996. http://catalog.hathitrust.org/api/volumes/oclc/35032609.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 1996.<br>Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 77-82).

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Pokorná, Vítězslava. "Multilingvní kompenzační strategie čekých rodilých mluvčích v angličtině." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-299978.

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The proposed thesis treats the topic of multilingual language acquisition and the occurring language interference. It aims to demonstrate the negative language transfer by the means of the results of a field research. The theoretical part introduces and discusses relevant topics, such as language learning, language processing, bilingualism and multilingualism. Furthermore, it focuses on the character of language transfer itself. In the practical part, two hypotheses are presented, specifically "the interference of the dominant foreign language is considerably higher than the interference of th

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Abi, Abboud Stéphanie. "Des compétences en traduction et en interprétation." Thèse, 2010. http://hdl.handle.net/1866/4781.

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Ce mémoire porte sur les compétences et les sous-compétences en traduction et en interprétation et vise à dégager les convergences et les divergences entre les compétences requises dans les deux professions. L’étude pose comme hypothèse que la traduction et l’interprétation demandent des compétences et des sous-compétences spécifiques à chacune de ces activités. Sur le plan théorique, l’accent est mis sur la comparaison des éléments suivants : les définitions de traduction et interprétation, les codes d’éthique des associations, les programmes universitaires, les outils utilisés par les traduc

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Michaud, Gabriel. "À quel moment enseigner la forme dans le cadre d’un enseignement basé sur la tâche?" Thèse, 2019. http://hdl.handle.net/1866/23557.

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L’enseignement des langues par la tâche est une approche d’enseignement des langues secondes de plus en plus adoptée dans différents contextes. Toutefois, la place de l’enseignement de la forme au sein d’une tâche fait toujours l’objet d’un débat. En plus de savoir si l’enseignement de la forme devrait se faire de façon préventive ou réactive (Ellis, 2017; Long, 2015), le moment auquel il faudrait procéder à un enseignement de la forme ne fait pas consensus, que ce soit au début de la tâche (Dekeyser, 1997, 2007), pendant la tâche (Lightbown, 2008; Long, 2015) ou après la tâche (Willis et Will

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Mahlobo, Eric Bheakisenzo. "Contextual and learner factors in the development of English second language proficiency." Thesis, 1999. http://hdl.handle.net/10500/17293.

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The senior secondary school learners' limited English proficiency motivated the researcher to investigate the extent to which contextual and learner factors contributed to this problem. The ultimate aim was to recommend guidelines for dealing with the problem. The review of literature and empirical methods of research were used to this effect. The literature review revealed that the learners' societal, home/family and school/classroom contexts contributed to learners' development ofESL proficiency. It further showed that the independent learner factors (i.e. learner factors that are not

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Cooper, Patricia Anne. "Lexis and the undergraduate : analysing vocabulary needs, proficiencies and problems." Diss., 1999. http://hdl.handle.net/10500/17926.

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Beginning with Plato's expulsion of the poets in the Republic, this dissertation ' looks at the often hostile, yet also symbiotic, relationship between·poetry and philosophy. Aristotle's 'response' to Plato is regarded as a significant origin of literary theory. Nietzsche's critique of Western philosophy as being an attempt to suppress its own metaphoricity, leads to a revaluation of truth and consequently of the privileging of philosophy over poetry. Post-structuralism sometimes overemphasizes this constitutive force of metaphoricity, at the expense of conceptual modes. However, Derri

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Kołak, Joanna. "Language environment and vocabulary development of the Polish-English bilingual children in the United Kingdom and Ireland." Doctoral thesis, 2020. https://depotuw.ceon.pl/handle/item/3811.

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Vocabulary size of bilingual children is influenced by two types of factors. First type is the child internal factors, such as child’s chronological age and the age of first contact with the majority language, phonological and lexical processing skills, and analytical reasoning (e.g., Chondrogianni & Marinis, 2011; Paradis, 2011). Second type is the child-external factors, such as the amount and quality of the child’s language exposure and language use, and family’s socio-economic status (e.g. Cattani et al., 2014; Ribot et al., 2018). A few studies showed that those two types of factors work

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Scheepers, Ruth Angela. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.

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Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the l

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Scheepers, Ruth. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.

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Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the l

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Noke, Daisy Deseré. "Invloed van denkontwikkeling op die aanleer van Afrikaans as tweede taal by hoërskoolleerders." Diss., 2013. http://hdl.handle.net/10500/13759.

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Text in Afrikaans<br>Die doel van die ondersoek sentreer rondom die verband tussen denkontwikkeling (‘n kognitiewe veranderlike) en prestasie in Afrikaans as tweede taal. Denkont-wikkeling is egter nie die enigste kognitiewe veranderlike wat prestasie in ‘n taal kan beïnvloed nie. Verbale begrip en geheue is ook as vername kognitiewe verander-likes geïdentifiseer. Affektiewe veranderlikes soos motivering, selfkonsep en angs, kan ook met prestasie in Afrikaans as tweede taal in verband gebring word. ‘n Empiriese ondersoek is uitgevoer waarby 174 hoërskoolleerders betrek is. Kognitiewe en affe

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Yushau, Balarabe. "The predictors of success of computer aided learning of pre-calculus algebra." Thesis, 2004. http://hdl.handle.net/10500/1794.

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Mathematics achievement has been of great concern to researchers involved in mathematics education. This concern has resulted in research seeking to determine for example, the factors that positively or negatively contribute to student performance in mathematics. Many of the reported studies in the literature have investigated the factors within the context of mathematics teaching and learning in general. Very few studies have investigated the factors contributing to student achievement in mathematics when learning takes place in a computer aided environment. With the pervasiveness of computer

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