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The Role of Language Aptitude in Child Second Language Learning: A Meta-analysis.

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Title: The Role of Language Aptitude in Child Second Language Learning: A Meta-analysis.
Authors: Sun, He (AUTHOR), Li, Shaofeng (AUTHOR), Kim, Doyoung (AUTHOR), Tang, Shernice (AUTHOR)
Source: Educational Psychology Review. 4/2/2026, Vol. 38 Issue 1, p1-35. 35p.
Subjects: Phonological awareness, Age of onset, Children's language, Literacy, Second language acquisition, Language ability, Short-term memory
Abstract: This meta-analysis synthesized 41 studies investigating the role of language aptitude in second language (L2) learning among children aged 3 to 12, involving 5,784 learners and 1,161 effect sizes. The results showed a moderate, significant correlation between language aptitude and L2 learning (r =.32). Phonological awareness emerged as the strongest predictor of child L2 learning among the aptitude components. Aptitude was more strongly associated with literacy outcomes (e.g., word recognition, writing, and reading) than with oral skills (e.g., expressive vocabulary, and grammar). Phonological awareness was particularly important for reading and writing, whereas phonological short-term memory showed a stronger association with reading fluency than other L2 outcomes. Age of onset moderated the aptitude-outcome relationship: children who began learning an L2 at an older age were more likely to draw on aptitude than those who started at a younger age, and this pattern was especially evident for phonological short-term memory. Overall, these findings offer theoretical and pedagogical insights into how individual cognitive differences shape early L2 acquisition and highlight the importance of accommodating children's aptitude profiles in L2 education. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
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Abstract:This meta-analysis synthesized 41 studies investigating the role of language aptitude in second language (L2) learning among children aged 3 to 12, involving 5,784 learners and 1,161 effect sizes. The results showed a moderate, significant correlation between language aptitude and L2 learning (r =.32). Phonological awareness emerged as the strongest predictor of child L2 learning among the aptitude components. Aptitude was more strongly associated with literacy outcomes (e.g., word recognition, writing, and reading) than with oral skills (e.g., expressive vocabulary, and grammar). Phonological awareness was particularly important for reading and writing, whereas phonological short-term memory showed a stronger association with reading fluency than other L2 outcomes. Age of onset moderated the aptitude-outcome relationship: children who began learning an L2 at an older age were more likely to draw on aptitude than those who started at a younger age, and this pattern was especially evident for phonological short-term memory. Overall, these findings offer theoretical and pedagogical insights into how individual cognitive differences shape early L2 acquisition and highlight the importance of accommodating children's aptitude profiles in L2 education. [ABSTRACT FROM AUTHOR]
ISSN:1040726X
DOI:10.1007/s10648-026-10134-7