Foreign Language Assessment Directory (FLAD)

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Name of Test	Modern Language Aptitude Test (MLAT)

Languages	English, French

Test Description	For over 60 years the MLAT has been the premier test of foreign language learning ability. The MLAT takes 65 minutes to administer, although the short form can be administered in 30 minutes. It shows a significantly greater ability to predict foreign language course grades than do traditional intelligence tests. Although correlations differ from situation to situation, through many different studies, the MLAT has shown a median correlation of about .50 with grades in foreign language courses. Slightly higher correlations are obtained with standardized tests given at the end of a course. The MLAT consists of five parts. Two of these parts involve audio stimuli. The short form of the test, which consists of parts III-V, does not involve audio stimuli. The test can be administered to individuals or to groups. The Manual contains norms for grades 9, 10, 11, college freshman, and other adults. The test kit contains everything necessary to administer the test to one person. Additional materials can be ordered separately. Each examinee requires a test booklet, an answer sheet, and a practice exercises sheet. Administration of the test requires the test manual, cassette tape or CD, and hand scoring stencil.

Grade Level(s)	10, 11, 12, College, Adult

Proficiency Level(s)	Beginner

Intended Test Use	Placement, Admission, Fulfilling a Requirement, Aptitude, Diagnostic

Skills Tested

Test Author/Publisher	Published originally by The Psychological Corporation; Republished by Language Learning and Testing Foundation, Inc. http://www.lltf.net

Publication Date	1959; 2000; 2002; 2010 (revised manual)

Test Cost

Test Length	65 minutes (full form); 30 minutes (short form)

Test Materials	Reusable test booklet, consumable practice exercise sheet, consumable answer sheet (for examinees); Test administrator's manual, audio CD or cassette tape (by request), scoring stencil (for test administrator). Scannable Scantron answer sheet available by special request.

Test Format	Selected response--multiple choice

Scoring Method	Number Correct

Scoring Process	Local hand scored, local machine scored

Results Reported	Raw score, percentile ranks

Administered By	Trained testers, classroom teachers, psychologists

Administered When	Prior to foreign language study; at discretion of guidance counselor, school psychologist, or other administrator

Administered How	Individually, group

Administered Where

Contact Information	+ Show Contact Information

Test Development and Technical Information	The MLAT is based on research on the components of foreign language learning aptitude by Dr. John Carroll of Harvard University. These components are phonetic coding ability, grammatical sensitivity, rote learning ability, and inductive language learning ability. Perhaps the best measure of the predictive validity of the MLAT can be found in the correlations between MLAT scores and grades in foreign language classes. Ideally, high MLAT scores would correspond to high grades in foreign language classes, and low MLAT scores would correspond to low grades in foreign language classes. However, because factors other than achievement contribute to grades, and grades are not highly reliable measures of achievement, we cannot expect the correlations to be high. Examining the results of many different studies, we find that for students in grades 9-11, correlations between grades and MLAT score have ranged from .28 to .78, with an average of .55. For first year college students, the average correlation with grades is .44. In intensive foreign language programs, such as at the Foreign Service Institute and in Department of Defense language training schools, the correlations between MLAT scores and foreign language grades are also moderate, ranging from .27 to .73, with an average of .54. The correlations for high-school and college are based only on foreign language grades in European languages such as Spanish, French, German, and Latin, while the correlations for adults in diplomatic or defense-related positions include foreign languages such as Chinese, Japanese, Korean and Russian, as well as European languages.

Comments	The most common uses of the MLAT are: To predict success in a foreign language study program. A common user is the US Government and the governments of other English speaking countries, which use the MLAT to determine success in an intensive foreign language study program, and to select individuals to study the most difficult languages. It is generally believed that high intensity language learning places additional demands on language aptitude. It is also believed that exceptional aptitude is required for learning more difficult languages. The US Government classifies languages into one of four levels of difficulty. Extensive research at government language schools shows the relationship between foreign language aptitude and success at increasingly more difficult languages. The MLAT is also used by missionary organizations to identify individuals who are likely to be successful language learners. To identify inability to learn a foreign language, many psychologists who are working with students who have failed in efforts to learn a foreign language will use the test. US and UK versions of the MLAT are available. A computer-based test (CB-MLAT) is also available. Contact the Language Learning and Testing Foundation for details. A special form (the MLAT-E) is available for elementary school students in grades 3-6. A Spanish language version of the MLAT-E is also available.

Parallel Versions in Other Languages	US, UK and French versions available. The French version is available from the Institute for Psychological Research, 34 Fleury St. West, Montreal, Quebec. tel 514-382-3000.

Current Users

Type of FL Program

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