ABSTRACT
This chapter provides an overview of the theory, research, and pedagogy of language aptitude, which refers to a set of cognitive abilities that are predictive of learning rate and ultimate attainment in a second language. The chapter starts by providing a historical account of aptitude research and a summary of major theoretical models that have guided aptitude research. It then synthesizes the empirical evidence on the construct validity of language aptitude, including convergent, divergent, and predictive validity, which respectively refer to whether aptitude is correlated with variables in the same or similar paradigms, whether it is dissociable from variables in other paradigms, and whether it is predictive of learning outcomes. After synthesizing the research findings, the chapter summarizes the methodological features of aptitude research, including research design, learner characteristics, and measurement. The chapter proceeds to discuss the pedagogical implications of aptitude research and concludes by identifying future directions.
Keywords: language aptitude; second language acquisition; cognitive abilities; explicit aptitude; implicit aptitude
