For L2 learners, second language aptitude is generally defined as the ability to learn a second language relative to other learners and conditions. Second language aptitude has been shown to predict second language achievement (Li, 2016) and learning rate in instructed contexts (Granena & Long, 2013); it has also been argued to be significant when learners are untutored, such as when learning occurs in an extensive listening curriculum (Li, 2016). Moreover, Li (2016) suggested that second language aptitude is “a set of abilities of central importance in the preliminary stages of L2 development” (p. 804). The suggestion of preliminary stages hinges on the lack of studies of aptitude in advanced-proficiency L2 learners. Gauging the processing ability of individual second language listeners in relation to their aptitude scores on the Modern Language Aptitude Test – Elementary could provide instructors with insight into the needs of listeners, and might inform classroom content, such as aural-text type used in listening lessons.
