Testing and correlating L2 teachers’ language aptitude with their students’ L2 proficiency development: Research trajectories and challenges of a novel approach to language aptitude
Resource type
Conference Paper not in Proceedings
Status
Presented
Recommended form of citation (APA)
Rütti-Joy, O. (2024, June 4-9). Testing and correlating L2 teachers’ language aptitude with their students’ L2 proficiency development: Research trajectories and challenges of a novel approach to language aptitude [Konferenzbeitrag]. 21th European Association for Language Testing and Assessment (EALTA) Annual Conference, June 4-9 2025, Belfast.
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All rights reserved
Topic PHSG
Sprachliche und literarische Bildung
Fields of Science and Technology (OECD)
Languages and Literature
Abstract
Language aptitude (LA) is a key component of L2 learning success (Stansfield & Winke, 2008), correlating strongly with L2 proficiency (Li, 2019). While traditionally conceptualised as a stable ability (Carroll, 1993; Skehan, 1998), recent research has shown that LA may develop with increasing experience (Grigorenko et al., 2000; Sáfár & Kormos, 2008). Additionally, teachers’ language competences (TLC, cf. Burke, 2015; Elder & Kim, 2014) and their prior L2 learning experience (Borg, 2006) are important predictors for their students’ L2 attainment. From the perspectives of socio-constructivist learning theory, lifelong learning ((Billett, 2018) and continuous professional development ((Kuster et al., 2014), L2 teachers remain L2 learners who continuously develop their L2 abilities and teaching and learning competences. Based on the premises that 1) prior L2 learning experience can influence 1a) LA scores, 1b) TLC, and 1c) L2 teaching effectiveness, and that 2) TLC can influence 2a) L2 teaching effectiveness, the question arises in what ways these variables interplay. This work-in-progress presentation outlines a novel approach to LA research in form of a planned study that investigates correlations between L2 teachers’ LA scores, TLC, and their learners’ L2 development as well as the stability of the LA construct. Teachers’ and upper secondary school students’ LA’ scores and L2 proficiency are measured at the beginning (t1) and at the end of the school year (t2). Correlational analyses are conducted post data collection. This paper outlines the rationale and study design, and challenges of testing and correlating teachers’ LA and learners L2 proficiency.
| Name of the event | Conference Host | Place of the event | Start date of the event | End date of the event |
21th European Association for Language Testing and Assessment (EALTA) Annual Conference | European Association for Language Testing and Assessment | Belfast | June 4, 2024 | June 9, 2024 |
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metadata only (bibliographisch)
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All rights reserved
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