A Critical Examination of the Beliefs about Learning a Foreign Language at Primary School

Carroll later stated that foreign language aptitude as measured by the Modem
Language Aptitude Test (MLAT) consisted of some:

"...special ∞gnitive talent or group Oftalents that is largely independent
of intelligence and operates independently of the motivations and attitudes of
the learner." (Carroll, 1981: 94)

More recently, Skehan (1989) argued that for the ∞ncept Offoreign language
aptitude to be justifiable, it would have to be different from general intelligence
and cognitive abilities. Parry & Stansfield (1990), however, suggested that
aptitude tests, the MLAT and Pimsleur^,s LanguageAptitude Battery (1966) did
not measure any specific foreign language aptitude but measured only indirectly
related qualities such as general verbal intelligence, analytical skills or
test-taking ability. Krashen & Terrell (1988: 40) questioned the relevance of
aptitude in second language acquisition and suggested that aptitude related to
formal learning only. As acquisition took precedence over learning, attitudinal
factors were regarded as more important than aptitude:

"Having high aptitude makes you a good learner but not necessarily a good
acquirer. This may be an asset but is certainly not sufficient for success in
second language acquisition. On the other hand, a high aptitude does seem to
predict success in a language classroom which is grammar-based and on tests
that demand grammatical analysis rather than real ∞mmunicative ability."
(Krashen & Terrell, 1988: 40)

It might well be the case that the relative importance of aptitude in acquisition
and learning contexts is a question of degree depending on the variables under

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