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Cited by 123

The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.

Language aptitude and its relationship to instructional effectiveness in second language acquisition

Erlam, Rosemary·2005·Language Teaching Research
DOI 10.1191/1362168805lr161oa
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Abstract

Experimental second language acquisition research typically investigates the effectiveness of instruction in terms of overall group gains. A particular instructional method may not, however, benefit all learners uniformly. This study, conducted in a New Zealand secondary school, establishes whether there is any relationship between the effectiveness of three instructional methods, and learner aptitude. Students (n = 60) were assigned to one of three groups (deductive instruction group, inductive instruction group, structured input instruction group) and received instruction that targeted direct object pronouns in L2 French. All students were assessed on the following three measures of language aptitude: (a) language analytic ability, (b) phonemic coding ability and (c) working memory. Results indicate that deductive instruction that gives students opportunities to produce language output may neutralize individual differences in language aptitude.

Overview

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Registry

Crossref · 10.1191/1362168805lr161oa

Cites

5 of 5 references verified0 citation errors · 0 not checkable

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Recomputing p-values needs the paper’s full text.

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This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

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  • The concept of FL aptitude has stood the test of time and remained a valid concept despite changes in classroom practice from structure-based methods to communicative language teaching.

    “although there have been some criticisms and skepticism, the concept of FL aptitude has stood the test of time and remained a valid concept despite the big changes that have happened in classroom practice from structure-based methods, such as audiolingualism, to the more current communicative language teaching (Erlam 2005).”

    From Foreign language aptitude theory: Yesterday, today and tomorrow (2017) · cites this paper as Erlam 2005

  • Inductive instruction benefited learners with strong language-analytic ability, structured input-based instruction benefited learners with strong language-analytic ability and WM, and deductive instruction was of equal benefit to all learners.

    “Results show that inductive instruction benefited learners with strong language-analytic ability, structured input-based instruction benefited learners with strong language-analytic ability and WM, and deductive instruction was of equal benefit to all learners.”

    From The role of individual learner differences in explicit language instruction (2024) · cites this paper as Erlam, 2005

  • Deductive instruction has a levelling effect-it minimises individual differences in aptitude.

    “These findings imply that deductive instruction had a levelling effect-that is, it minimised individual differences in aptitude.”

    From The role of individual learner differences in explicit language instruction (2024) · cites this paper as Erlam, 2005

  • Specific instructional approaches cannot only play to learners' strengths, but can also be used to compensate for weaknesses.

    “In sum, Erlam's (2005) results suggest that specific instructional approaches cannot only play to learners' strengths, but can also be used to compensate for weaknesses.”

    From The role of individual learner differences in explicit language instruction (2024) · cites this paper as Erlam, 2005

  • Deductive instruction has an equalising effect.

    “the equalising effect of deductive instruction that has been reported in previous research (Erlam, 2005;Hwu & Sun, 2012;Hwu et al., 2014;Li et al., 2019;Sanz et al., 2016)”

    From The role of individual learner differences in explicit language instruction (2024) · cites this paper as Erlam, 2005

Citations

Cites

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Metadata

Authors
Erlam, R.
Affiliations
University of Auckland,
Venue
Language Teaching Research
Publisher
SAGE Publications
Published
2005-04
Volume
9
Issue
2
Pages
147-171
ISSN
  • 1362-1688
  • 1477-0954
DOI
10.1191/1362168805lr161oa
Cited by
123
References
5
Language
en
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)

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