Research has shown differences among learners in terms of
their level of awareness of grammatical features in the input. Reasons for these
differences have not been widely researched, despite the pedagogical
importance of understanding what different learners are noticing. It has been
found, however, that learners’ grammatical sensitivity and memory may play a
role. The present study investigated whether awareness can be predicted by
five individual difference measures: attention control, working memory,
phonologic memory, grammatical sensitivity, and inductive language learning
ability. Forty-six anglophone adults with pre-intermediate French completed a
crossword task that provided exposure to two reliable noun endings for
attributing gender (cadeau/rondelle). A think-aloud protocol and two probe
questions measured awareness. Participants were divided into two groups:
aware and no verbal report. A regression analysis showed that only the test of
inductive language learning ability could predict assignment to awareness
group. Implications for aptitude, awareness, and L2 proficiency research are
discussed. |