Language learning aptitude diagnostics for classroom practice

Ulrike Gut; Liane Lillich; Alicia Battenfeld; Frauke Matz; Till Utesch

doi:10.55393/babylonia.v3i.625

Authors

Ulrike Gut Universität Münster
Liane Lillich Universität Münster
Alicia Battenfeld Universität Münster
Frauke Matz University of Münster
Till Utesch

DOI:

https://doi.org/10.55393/babylonia.v3i.625

Keywords:

Language Learning Aptitude, Sprachlernbegabung, Testentwicklung, Diagnostic intstrument

Abstract

The ability to learn a new language varies greatly between individuals. While some people learn a new language quickly and effortlessly, others have difficulty mastering it. These differences are often attributed to a person's specific aptitude. In a scientific context, this ability is referred to as Language Learning Aptitude (LLA). In German-speaking countries, however, LLA has not yet played a role in school education, although it is an important predictor of success in foreign language learning. To date, there are no easily accessible and reliable diagnostic instruments to measure the LLA of children in German-speaking schools.
The aim of this article is to present a new diagnostic tool called GLLAD (German Language Learning Aptitude Diagnostics), which has been developed specifically for use in German-speaking schools to help teachers create individual language learning profiles and adapt their teaching methods accordingly.

Author Biographies

Ulrike Gut, Universität Münster

Prof. Dr. Ulrike Gut obtained degrees in psychology, English and linguistics from the Universities of Mannheim and Cambridge and investigated bilingual language acquisition in her PhD. She currently holds the Chair of English Linguistics at the University of Münster in Germany. Her research interests include phonetics and phonology in language, especially third language acqusition, language learning aptitude, varieties of English and corpus linguistics. She compiled the LeaP corpus of learner German and English as well as ICE Nigeria and ICE Scotland.

Liane Lillich, Universität Münster

Liane Lillich is a doctoral student in the Educational Diagnostics and Potential Development working group in the Department of Educational Science and Social Sciences at the University of Münster. She studied Mathematics, Romance Studies (Spanish) and Sports Science at the Ruprecht-Karls-University of Heidelberg. Her research interests include performance psychology, gender differences and test development.

Alicia Battenfeld, Universität Münster

Alicia Battenfeld is a doctoral candidate in the field of English language education at the Department of English at the University of Münster, Germany. She studied English, Social Sciences and German as a Foreign Language at the University of Münster. She is working in a cooperative research project on the development of a language learning aptitude test.

Till Utesch

Prof. Dr. Till Utesch is Professor of Prevention and University Health Management at the University of Lübeck. He was previously head of the Educational Diagnostics and Potential Development working group in the Department of Educational Science and Social Sciences at the University of Münster. He studied sports science and mathematics at the University of Münster, where he also completed his doctorate in the field of sports psychology. His research interests include issues of human development, health promotion and behaviour, performance optimization and educational-psychological diagnostics (test development and validation).

Language learning aptitude diagnostics for classroom practice

Authors

DOI:

Keywords:

Abstract