| 抄録 | Languaging—that is, using language to mediate think-ing, orally or in writing—facilitates second language (L2)learning. As languaging requires the deliberate, analyti-cal action of L2 learners, learners with higher languageaptitude are likely to benefit more from languaging thanthose with lower aptitude. Thus, this study investigated theextent to which language aptitude mediates the effects ofwritten languaging (WL) on L2 learning. Pre-intermediateJapanese university students were assigned to +WL or−WL groups. The +WL group was instructed to comparetheir composition with the model text and explain, in writ-ing, the use of articles (i.e., WL). In contrast, the −WLgroup copied the model 3 times. Examination of the asso-ciation between the scores on aptitude tests (i.e., LLAMA,Language Aptitude Battery for Japanese, and Modern Lan-guage Aptitude Test) and the gain scores on assessmenttests (pre-, post-, and delayed posttests) revealed that halfof the correlations were significant for the 2 test types in the−WL group. However, no such correlations were found inthe +WL group. Thus, WL might have benefitted the +WLparticipants by facilitating their noticing and reflecting onthe linguistic issues, regardless of their aptitude profiles.We argue that WL may be a more influential factor thanaptitude. |
| 注記 | The Modern Language Journal published by Wiley Periodicals LLC on behalf of National Federation of Modern Language Teachers Associations, Inc. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes. |