Language Aptitude at Primary School (LAPS): Theoretical framework of the project

This chapter introduces the theoretical framework of the project Language Aptitude at Primary School (LAPS). We considered the impact of a range of individual difference (ID) variables and environmental factors on children’s foreign language proficiency. These variables will be discussed in turn, starting with an overview of the language aptitude construct. ID variables pertaining to general cognitive abilities are discussed next, namely intelligence, working memory (WM), creativity, field independence as cognitive style, and metalinguistic awareness. This is followed by an outline of L2 motivation and related constructs to depict the affective dispositions that underlie foreign language learning, i.e. L2 self-concepts, L2 anxiety, and locus of control. Lastly, we discuss the role of environmental factors, such as socioeconomic status, parent education, and teaching paradigm.