Is the Modern Language Aptitude Test (MLAT) a good predictor of language learning success?

David H. Broersma, Ph.D.

The Modern Language Aptitude Test (MLAT) was developed in response to the United States government's need to predict language learning ability before investing time, energy, and resources in training people in languages of strategic importance. Its goal is to assess how quickly a learner should be able to learn a modern foreign language.

The MLAT is designed to evaluate English native speakers for their ability in certain cognitive tasks that are important for learning a second language. These include phonetic coding ability, grammatical sensitivity, and inductive ability. Phonetic coding ability is the ability to store new language sounds in memory and the ability to make connections between sounds and symbols in a language. Grammatical sensitivity refers to the learner's ability to demonstrate his or her awareness of the syntactical patterning of sentences in a language. And, inductive ability refers to the skill of examining language material and identifying patterns of relationships involving either meaning or grammatical form.

These skills are important for language learning, and good language learners usually do score well on tests like the MLAT. These skills, however, are only part of the story. There are other abilities which are equally important for language learning. For example, it is not possible for the MLAT to measure the level of motivation, commitment to the learning task, and positive mental attitude that a learner brings to the task. Also, with its exclusive focus on the components of language often studied in a classroom, the MLAT does not address the sociolinguistic and cultural aspects of language learning, which are often learned through interacting out of class with native speakers.

There are many examples of learners who did not score well on the MLAT but who eventually experienced success in learning a second language simply because they would not give up. In contrast, of course, there are also many with high aptitude who do not succeed because they do not have the persistence to see the task through. Thus, outstanding language learners are likely to score well on the MLAT, and those who do are likely to find the job of learning a language easier. However, a disappointing MLAT score alone should not be the basis for giving up on the idea of learning a language. It may mean that more time and energy will have to be invested, but it does not mean that plans to learn a language should be abandoned.

In assessing a learner's overall ability to learn a specific language, we suggest that you consider several factors.

• Aptitude, as measured by the MLAT, keeping in mind that this is only one measure of ability and that on some occasions, the MLAT score may not be valid (e.g., because of poor performance due to factors such as a fear of taking tests, an inability to hear the tape recording clearly, or confusion in working with the answer form).
  

• Motivation, commitment toward the learning task, attitude toward speakers of the language.
  

• Past success in second language learning, including positive and negative attitudes resulting from previous learning experiences. Note, however, that there have been many learners who did not do well in high school and university language courses, yet they became good or even outstanding learners as adults for whom language learning was central to their work or ministry.
  

• Report from a pre-field Second Language Acquisition (SLA) learner-training program, such as the ICCT summer program, that (1) gives feedback about how well the learner is able to handle a variety of skills and tasks related to second language learning and (2) suggests how well prepared the learner is for his or her specific on-field learning situation. It may include suggestions about the type and extent of assistance the learner is likely to require for optimal learning. (Note: not all pre-field learner-training programs provide detailed written feedback to either the learner or the agency.)
  

• Opportunity for learning the new language, including (1) sufficient time for focused attention on language and culture learning and (2) a language program that is appropriate for the learner's needs and learning style.

Organizations wishing to administer the MLAT may purchase the test instrument and accompanying materials from Second Language Testing Inc.

For more information, see the following:

ICCT FAQ: "How important is language learning aptitude?"

ERIC Digest: "Language Aptitude Reconsidered"

© David H. Broersma, Ph.D.
Associate Director and Second Language Aquisition Coordinator
Institute for Cross-Cultural Training (ICCT)
Wheaton College, Wheaton, IL 60187