抄録
Numerous studies have investigated the relationships between the variability in second language acquisition and cognitive individual differences, such as language aptitude and working memory, and have found correlations between them. For instance, Artieda and Muñoz (2016) found that the language aptitude components needed for successful second language (L2) learning may differ based on L2 proficiency levels. The present study investigated the relationships between language aptitude, phonological working memory (PWM), and L2 proficiency for L2 beginner learners. In addition, it also examined which aspect caused the most variance in L2 proficiency from among the language aptitude components and PWM for L2 beginners. The participants in this study were exposed to a form-oriented instruction. The language aptitude was measured by the LLAMA test. The results showed that the language aptitude suggested to be related to explicit learning and PWM was associated with L2 proficiency. However, the language aptitude suggested to be related to implicit learning was not associated with L2 proficiency. Moreover, PWM explained the most of the variance in L2 beginners’ proficiency among variables.
