Do you think you need 'talent' to become proficient in English?

Hello!
I'm Takuya Kumagai (Kuma), a business English coach.

I provide support to help working professionals acquire the English conversation skills and manners needed to navigate English meetings and overseas business trips with ease, allowing them to gain both confidence and career advancement.

Have you ever thought this way?

Today, I would like to write about how science explains whether or not 'talent' is necessary to become proficient in English.

What is 'talent' in English learning?

First, what do we mean by 'talent' in the context of English learning? Even if we vaguely talk about 'English talent,' it's not really clear what that means, is it?

Here, I would like to look at the concept of language aptitude in Second Language Acquisition (SLA) research, which studies how people acquire foreign languages.

There are three representative types of language aptitude:

• Phonetic coding ability: The ability to identify sounds and represent them with characters (= related to acquiring speech and pronunciation)

• Rote learning ability: The ability to memorize words (= related to vocabulary acquisition)

• Grammatical sensitivity: The ability to analyze grammatical rules (= related to grammar acquisition)

Based on this classification, people learning English have their own strengths and weaknesses in the three aspects of 'speech/pronunciation,' 'vocabulary,' and 'grammar.'

Language aptitude is not binary. It exists somewhere on a gradient between the two extremes.

In SLA, it is believed that language aptitude tests can predict the speed of foreign language learning, but this is not the same as saying 'you cannot become proficient in English without talent.' For example, it can be predicted that someone with high grammatical sensitivity (someone good at grammar) will learn grammar faster.

Language aptitude (or talent) is not a matter of having it or not having it. It is simply a question of which of the three aspects—'speech/pronunciation,' 'vocabulary,' and 'grammar'—you are good at or bad at, and to what degree.

Learning outcomes change with instruction suited to you

Also, in SLA, there is a concept called aptitude-treatment interaction (ATI). ATI refers to the phenomenon where

reactions to teaching methods (treatment) change depending on individual differences such as language aptitude, which means that by using teaching methods tailored to an individual's aptitude, one can maximize that aptitude to improve learning outcomes.

For example, when learning new grammar, someone who is good at analysis might find it effective to study grammar explicitly and thoroughly, whereas someone who is not good at analysis might find it more effective to learn grammar through communication in English; thus, learning methods can be considered based on one's own aptitude.

Mindset

In English learning, your mental state is also important.

In psychology, there is a concept called 'growth mindset' and 'fixed mindset'.

This is a concept proposed by psychologist Carol S. Dweck, where 'growth mindset' is the belief that 'your abilities can be developed through effort', and 'fixed mindset' is the belief that your abilities are fixed and cannot change.

In Carol S. Dweck's book 'Mindset: The New Psychology of Success' (Soshisha), there are many examples of people who were initially thought to be mediocre by those around them, but who demonstrated a growth mindset, put in constant effort, and became known as successful people (from ordinary people to elite athletes like Michael Jordan). In English learning as well,

people with a growth mindset who think 'if I work hard, I can improve my English ability' are highly likely to achieve a high level of English proficiency by continuing to put in the effort.

Finally

That concludes 'Is talent necessary to become proficient in English?'

Regarding talent, in Second Language Acquisition (SLA) theory, there is the concept of 'language aptitude,' which means that while the degree varies from person to person, it is not a binary zero-or-one issue, but rather a matter of gradation. Furthermore, as shown by Aptitude-Treatment Interaction (ATI), you can improve your learning outcomes by adopting learning methods that suit you. Also, whether or not you can believe that you 'can do it if you try!' has a major impact on English learning.

Instead of feeling down thinking 'I have no talent for English,' it is important to notice your strengths and weaknesses and find a learning method that suits you.

This is something that is surprisingly difficult to notice on your own. I also recommend consulting with acquaintances or friends who are good at English, or with an English learning professional.

Thank you for reading until the end!
See you later.

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