<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3479</journal-id>
<journal-title><![CDATA[Lenguaje]]></journal-title>
<abbrev-journal-title><![CDATA[Leng.]]></abbrev-journal-title>
<issn>0120-3479</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Valle, Escuela de Ciencias del Lenguaje]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-34792020000100143</article-id>
<article-id pub-id-type="doi">10.25100/lenguaje.v48i1.7395</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[A comparison between academic achievement and language aptitude among pre-service language teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Interfaz entre aptitudes y niveles de logro del lenguaje de los profesores de idiomas practicantes]]></article-title>
<article-title xml:lang="fr"><![CDATA[Interface entre l&#8217;aptitude des niveaux d&#8217;apprentissage des langues d&#8217;enseignants d&#8217;un professeur]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Askak]]></surname>
<given-names><![CDATA[Kübra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cubukcu]]></surname>
<given-names><![CDATA[Feryal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Dokuz Eylul University  ]]></institution>
<addr-line><![CDATA[Izmir ]]></addr-line>
<country>Turkey</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Dokuz Eylul Universit  ]]></institution>
<addr-line><![CDATA[Izmir ]]></addr-line>
<country>Turkey</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>48</volume>
<numero>1</numero>
<fpage>143</fpage>
<lpage>159</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792020000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792020000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792020000100143&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main purpose of this research is to investigate whether there is a correlation between university pre-service language teachers&#8217; language aptitude and their English achievement levels. The sample of the study determined by the stratified sampling method consists of 72 pre-service language teachers who are selected from 1st, 2nd, 3rd and 4th year pre-service language teachers at Language Teaching Department. In this study, the data were collected through &#8220;Verbal Aptitude Test&#8221; modified from the psychometric success site. In this program, the Spearman Correlation Coefficient analysis was used to elicit the correlation of pre-service language teachers&#8217; language aptitude with their English achievement levels. The results indicated that while there is a moderate relation of pre-service language teachers&#8217; English achievement levels with their rote learning ability and grammatical sensitivity there is a weak relation of phonetic coding ability with language aptitude. Additionally, a slight correlation between pre-service language teachers&#8217; inductive learning ability and their achievement levels is found. All in all, even if the dimensions of language aptitude test pointed to some degree of correlation between the components of language aptitude and English achievement level, the overall results of the language aptitude test indicated that there is a weak correlation between pre-service language teachers&#8217; language aptitude and achievement levels. However, the fact that pre-service language teachers have low language aptitude scores does not guarantee they will be less successful in language learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo principal de este trabajo es investigar si existe una correlación entre las aptitudes lingüísticas de los profesores universitarios de idiomas en prácticas y sus niveles de rendimiento en inglés. La muestra del estudio determinada por el método de muestreo estratificado consta de 72 profesores de idiomas en prácticas que son seleccionados entre los profesores de idiomas de 1º, 2º, 3º y 4º años del Departamento de enseñanza de idiomas. En este estudio, los datos se recopilaron a través de la "Prueba de Aptitud Verbal" modificada del sitio de éxito psicométrico. En este programa, el análisis del coeficiente de correlación de Spearman se usó para obtener la correlación de la aptitud lingüística de los profesores de idiomas practicantes con sus niveles de inglés. Los resultados indicaron que si bien existe una relación moderada entre los niveles de rendimiento de inglés de los profesores de idiomas practicantes con su capacidad de aprendizaje de memoria y la sensibilidad gramatical, existe una relación débil entre la capacidad de codificación fonética y la aptitud lingüística. Además, se encuentra una ligera correlación entre la capacidad de aprendizaje inductivo de los profesores de idiomas en prácticas y sus niveles de rendimiento. En general, incluso si las dimensiones de la prueba de aptitud lingüística apuntaban a un cierto grado de correlación entre los componentes de la aptitud lingüística y el nivel de rendimiento en inglés, los resultados generales de la prueba de aptitud lingüística indicaron que existe una correlación débil entre la aptitud lingüística de los profesores practicantes y los niveles de rendimiento. Sin embargo, el hecho de que los profesores de idiomas en práctica docente previa tengan bajos puntajes de aptitud lingüística no garantiza que tengan menos éxito en el aprendizaje de idiomas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Le but principal de cette recherche est d&#8217;étudier s&#8217;il existe une corrélation entre les aptitudes linguistiques des professeurs de langues en formation initiale et les niveaux d&#8217;anglais. L'échantillon de l'étude déterminé par la méthode d'échantillonnage stratifié comprend 72 professeurs de langues en début de carrière, choisis parmi les professeurs de langues en première, deuxième, troisième et quatrième années de Département d&#8217;enseignement des langues. Dans cette étude, les données ont été collectées via un «test d'aptitude verbale» modifié à partir du site de succès psychométrique. Dans ce programme, l&#8217;analyse du coefficient de corrélation de Spearman a été utilisée pour déterminer la corrélation entre les aptitudes linguistiques des enseignants en langues avant l&#8217;emploi et leurs niveaux de réussite en anglais. Les résultats ont montré qu&#8217;il existe une relation modérée entre les niveaux de réussite en anglais des enseignants de langues en formation initiale, leur capacité d&#8217;apprentissage par c&#339;ur et leur sensibilité grammaticale, mais qu&#8217;il existe une faible relation entre la capacité de codage phonétique et les aptitudes linguistiques. En outre, une légère corrélation entre la capacité d&#8217;apprentissage inductif des enseignants en langues avant leur formation et leur niveau de réussite est constatée. Dans l&#8217;ensemble, même si les dimensions du test d&#8217;aptitude linguistique indiquaient un certain degré de corrélation entre les composantes de l&#8217;aptitude linguistique et le niveau de réussite en anglais, les résultats globaux du test d&#8217;aptitude linguistique indiquaient qu&#8217;il existait une faible corrélation entre la formation linguistique initiale et la formation continue. aptitudes linguistiques et niveaux de réussite des enseignants. Cependant, le fait que les enseignants de langues avant le service aient de faibles scores d'aptitudes linguistiques ne garantit pas qu'ils auront moins de succès dans l'apprentissage des langues.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[language aptitude]]></kwd>
<kwd lng="en"><![CDATA[language learning]]></kwd>
<kwd lng="en"><![CDATA[achievement level]]></kwd>
<kwd lng="es"><![CDATA[aptitud lingüística]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de idiomas]]></kwd>
<kwd lng="es"><![CDATA[nivel de logro]]></kwd>
<kwd lng="fr"><![CDATA[aptitude linguistique]]></kwd>
<kwd lng="fr"><![CDATA[apprentissage de la langue]]></kwd>
<kwd lng="fr"><![CDATA[niveau de réussite]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<surname><![CDATA[Skehan]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Foreign language aptitude theory: Yesterday, today and tomorrow]]></article-title>
<source><![CDATA[Language Teaching]]></source>
<year>2017</year>
<volume>50</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-31</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
