The Modern Language Aptitude Test, or MLAT, measures aptitude for learning a foreign language (2023)

The MLAT is a secure test available only to government agencies, licensed clinical psychologists, and other select groups deemed appropriate to administer the test for diagnostic purposes. Sale of the MLAT to an end user is only permitted with the approval of the LLTF, and the LLTF may refuse to sell the MLAT for any reason. The MLAT is mainly used in adults.

All MLAT users must agree to maintain the security of the test. We have a security agreement that strictly prohibits reproduction of the Test Materials by printed, electronic, or mechanical means, including, but not limited to, photocopying, recording, or audiovisual transmission, and display or reproduction on any information storage and retrieval system. Users must also agree to use the test only for the express and lawful purpose for which it was designed and intended.

MLAT can be used for a variety of purposes. As it indicates the ease with which a person can learn a foreign language, it can be used to identify who will benefit most from language training. It has been widely used as a screening measure for intensive language programs, such as those offered to military personnel or other government officials. Alternatively, the MLAT can be used to determine which people will have the most difficulty with language training. For example, a lack of language learning ability, demonstrated by poor performance on the MLAT, can help qualify a person for a waiver or change to a foreign language requirement at an academic institution.

The MLAT is used by institutions and individuals to measure foreign language learning ability. There are four main groups of users. Churches and mission organizations use the MLAT to determine how long they should plan to teach a language to a missionary or how difficult it is to have a language for a missionary to master. Very talented missionaries may be assigned to learn more difficult languages. Private schools use the MLAT to assess students who may be interested in learning a foreign language. Government agencies like the Foreign Service Institute and international organizations like the International Monetary Fund use the MLAT with their staff in the same way that missionary organizations do. Government agencies and businesses also use the MLAT to identify staff who would benefit most from the time and expense of an intensive language training program. School psychologists and clinical psychologists use the MLAT to determine if a student has a foreign language learning disability.

There are many studies that show that the MLAT is a good predictor of success in learning foreign languages. For a full review of the literature on the subject, cf.J.B. Carroll. (1981). 25 years of language aptitude research. In K.C. Diller, Publisher,Individual and universal differences in language learning ability. Rowley, MA: Newbury House.For a basic reference on the validity of the MLAT as a predictor of foreign language learning disabilities, seeA.H. Gajar. (1987). Difficulties in learning foreign languages: The identification of predictive and diagnostic variables.Learning Disabilities Magazine, 20(6), 327-330.

A language learning disability can be defined as a low ability to learn languages ​​compared to the student's ability to learn other subjects. It is usually determined by taking a series of tests, including a language proficiency test, such as the MLAT, PLAB, or MLAT-E, and looking at the pattern of results. If the student has normal aptitude for other school subjects but significantly less aptitude for language measures, then there is evidence of a weakness or impairment in language ability. Another aspect of this assessment is the examination of student performance in different subjects. If the student performs well in other subjects but is weak in the language, this is another indication of a significant gap in ability. A cognitive-educational impairment is sometimes defined as an aptitude score below a certain percentile, for example, B. on the 20th.^ºpercentile, the 10th^ºpercentile or fifth^ºpercentile. Whether the cut-off point is determined or set on a case-by-case basis, with the goal of establishing policy for a particular school, the decision must be made by a qualified professional as part of a comprehensive diagnostic process.

The MLAT can be used to develop a history of difficulty learning a foreign language. For example, a school psychologist conducting a diagnostic evaluation of a student who is making slow progress in teaching a foreign language might use MLAT test scores along with information from foreign language teachers and data on progress in language courses to make a diagnosis of a foreign language. language learning disability. Ideally, the MLAT-E would be taken when the student is in elementary school, the PLAB at high school level, and the MLAT at a later stage, say in their first or sophomore year of university and facing a language requirement. Foreign. Consistent poor performance on these tests over the years would strongly support the case for a language learning disability. It is particularly important that such diagnoses are accurate and reliable, as other services and specific agreements may depend on their results.

You can learn more about test uses at:Use of language proficiency tests.

The MLAT can be administered to individuals or groups. The basic test kit includes a manual, test booklet, worksheet, test taker answer sheet, manual scoring template, and CD. The CD contains instructions and directions for the entire test and keeps track of the time of the sections. The test takes approximately one hour to complete and requires the use of a CD player. After the test run is complete, the results are manually calculated using the manual scoring model.

The score is counted according to the number of hits per part. Points will not be deducted for incorrect answers or omissions. The results are interpreted differently from one institution to another; That is, each institution sets limits to determine, for example, which employees of government agencies are eligible for language courses.

The MLAT standards were established in 1958, awarding the MLAT to US State Department high school, college, and military field service officers. Separate standards are available for each group. Since ability is an innate human characteristic, the level of ability does not change appreciably over time in large population groups. Therefore, these original standards continue to serve as a useful first benchmark for evaluating an individual's test score. Obviously, the best interpretations of test scores come from the individual test user's experience in relating test scores to language learning success. While these standards exist, they are not intended to replace an individual candidate's experience in relating test scores to success in language teaching at a specific institution.

With certain regulations in mind, MLAT results must be valid for at least 5 years. Language ability, as measured by the MLAT, is considered a stable trait that cannot be easily changed or improved through coursework or experience. Therefore, when used correctly, the MLAT provides a theoretically good lifetime score, although certain circumstances may lead to consideration of a retest. For example, if an individual is found to have a physical or learning disability that prevents them from understanding the test instructions or doing their best on the test, the test can be retaken with appropriate accommodations. In fact, it makes sense to allow people to retest if they want to do it for whatever reason (for example, presumed extreme fatigue, test anxiety, worry, or some other distracting or negative state of mind), as long as there is a need to do it a bit. year, since currently there is only one type of exam. In such repeated test cases, one can choose to average the results, consider both results, or consider only the most recent result. For example, the Graduate Record Examinations (GRE) test program only stores results for 5 years and reports multiple results obtained during that period, informing the school to review all results obtained in different administrations. For scores older than 5 years, they leave the decision entirely up to the university and offer no policy guidance.

Unlike this interpretation of "proficiency tests," scores on "performance" measures like the TOEFL are only valid for two years, as language proficiency can change significantly over that period or longer. Therefore, language proficiency is viewed as a trait that can improve or worsen, and it makes sense to limit the length of time that a test score is considered a valid measure of an individual's language proficiency. Even if the TOEFL is taken multiple times over a two-year period, ETS recommends that the most recent score be considered the most valid.

Another caveat when interpreting language proficiency scores older than one year is the reference to the relevant body of standards in the manual. For example, if a freshman submits an MLAT score they received at age 14 as a high school freshman, the interpretation should not be based on college freshman standards, but rather on the grade 9 standards, since the person was in grade 9 at the time of the test.

The MLAT measures aptitude, not performance or competence. Therefore, it is not possible to prepare for the exam. A high MLAT score indicates that a person is likely to do well in language training. Previous success in learning a foreign language may also contribute to the likelihood of learning another language, but it will not appreciably change the MLAT score. A candidate who wishes to become familiar with the MLAT before taking the exam is encouraged to review the sample tasks on this website.

The MLAT consists of five parts, each of which measures specific skills related to foreign language learning. The first part, number learning, requires test takers to learn a series of numbers through acoustic input and then differentiate between different combinations of those numbers. The second part, Phonetic Writing, asks candidates to learn a series of correspondences between speech sounds and phonetic symbols. In the third part, Spelling Hints, candidates are asked to read words that are spelled as they are pronounced and not according to normal spelling conventions. Next, you need to choose from a list of words the one whose meaning is closest to the word "disguised". The fourth part, Words in Sentences, measures the examinee's awareness of grammatical structures. Test takers are given a keyword in one sentence and then asked to read a second sentence (or series of sentences) and choose another word that works in the same way as the keyword. Finally, in the Paired Associates section, test takers must quickly learn a number of vocabulary words from another language and memorize their meaning in English.