Aptitude–treatment interaction (ATI) research is of both theoretical and practical interest to second language (L2) learning, since it provides insights into the processes linking learner‐internal individual difference factors and learner‐external contextual variables including instructional approach—variables that jointly determine L2 outcomes. The present study employed a full range of aptitude measures mapped onto four explicit instructional conditions: auditory inductive, written inductive, mixed inductive, and mixed deductive. International volunteers (N = 136) completed online language lessons in beginners’ Polish targeting two morphological features. Participants’ phonetic and language‐analytic abilities, level of multilingualism, and age predicted L2 achievement. A cluster analysis identified four learner profiles: high aptitude, low aptitude, memory oriented, and analytically oriented. Deductive instruction seemed to neutralise individual differences in aptitude, while ATI effects were observed in the single‐modality conditions, with auditory input favouring high‐aptitude learners and written input favouring high‐aptitude, analytically oriented, and memory‐oriented learners. We discuss the theoretical and practical import of these findings by highlighting the “capital” afforded by prior language learning experience, over and above the role of cognitive ability. In addition to the inductive–deductive contrast in explicit instruction, we emphasise the importance of input modality, which has hitherto been neglected in the field.

中文翻译：

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个体学习者差异在显性语言教学中的作用


能力倾向-治疗互动 （ATI） 研究对第二语言 （L2） 学习具有理论和实践意义，因为它提供了对将学习者-内部个体差异因素和学习者-外部情境变量（包括教学方法）联系起来的过程的见解——这些变量共同决定了 L2 结果。本研究采用了映射到四个明确教学条件的全方位能力测度：听觉归纳、书面归纳、混合归纳和混合演绎。国际志愿者 （N = 136） 完成了针对两个形态特征的初学者波兰语在线语言课程。参与者的语音和语言分析能力、多语言水平和年龄可预测 L2 成绩。聚类分析确定了四种学习者特征：高能力、低能力、记忆导向和分析导向。演绎教学似乎中和了能力的个体差异，而在单模态条件下观察到 ATI 效应，听觉输入有利于高能力学习者，而书面输入有利于高能力、分析导向和记忆导向的学习者。我们通过强调先前语言学习经验提供的“资本”来讨论这些发现的理论和实践意义，而不仅仅是认知能力的作用。除了显式教学中的归纳-演绎对比外，我们还强调了输入模态的重要性，这在迄今为止在该领域一直被忽视。