Predictive validity for the Modern Language Aptitude Test

The Modern Language Aptitude Test (MLAT) is considered to be one of the most useful measures of foreign language aptitude. This study attempts to evaluate the predictive validity of the MLAT. In addition, the veracity of the Linguistic Coding Deficit Hypothesis (LCDH) as it relates to foreign language learning is studied. According to the LCDH, students who do poorly in foreign language courses may have language problems in their native language that may interfere with their ability to learn a foreign language (Sparks & Ganschow, 1993). This theory posits the possibility of a causal connection between native language and foreign language learning with the areas of phonological and syntactic coding as the most likely areas of difficulty.;In the fall of 1996, Parts I, II, IV, and V of the MLAT were given to 121 Indiana University of Pennsylvania (IUP) students registered for introductory Spanish classes. Of the 121 IUP Spanish 101 students, 98 students (60 males and 38 females) agreed to participate in the study.;The results of this study indicate that the MLAT is correlated to Spanish semester grades in this particular sample. Further, of all the MLAT Parts, Part V (which is said to measure rote memory) was the variable most highly correlated with Spanish grades for the IUP sample. The results of this study seem to support part of the Linguistic Coding Deficit Hypothesis which states that there is a possible causal connection between native language and foreign language learning as indicated by the significant correlation between English and Spanish grades among IUP students. There was marginal but statistically significant support that phonological and syntactic coding was correlated with foreign language learning as indicated by semester grades.;Overall, MLAT scores are related to Spanish grades. However, the degree to which MLAT scores improve the prediction of Spanish grades over the prediction made from English grades and SAT scores is not large.