The document discusses individual differences in language aptitude. It defines aptitude as a learner's capacity for learning a task based on their enduring characteristics. Language aptitude refers to cognitive differences between learners and their ability to learn a language. Intelligence is broader and refers to general mental ability transferable across tasks. Major research on language aptitude was conducted between 1920-1930 and included the Modern Language Aptitude Test (MLAT) in 1959 and Pimsleur Language Aptitude Battery (PLAB) in 1966. Language aptitude tests predict learning success under optimal conditions but do not measure if a learner can acquire a language.

1. INDIVIDUAL DIFFERENCES APTITUDE Sara Maqbool Dr.Mamoona Ghani 7 Oct., 2008

6. Spolsky (1995) explains that in the 1920’s and 1930’s the U.S. school curriculum language learning failure became too common. The educational authoritative commissioned the design of prognosis tests to identify prospective causalities. Between 1925-1930 many such tests were organized. Generalizations Were made through these tests about the learners’ likely performance in a real language learning programme. These tests had no firm theoretical background but their design was based on two approaches 1-analytical 2-synthetic Research Done Between 1920-1930

8. Skehan’s view (1980) Memory Ability Auditory Ability Linguistic Ability

9. Modern Language Aptitude Test 1959 Number Learning Phonetic Script Spelling Clues Words in Sentences Paired Association Carroll and Sapon’s Research

10. Pimsleur Language Aptitude Battery 1966 Grade point Interest in foreign Vocabulary Language Sound Sound-Symbol average language learning Analysis Discrimination Association Customer Vision

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