Elicited imitation as a measure of implicit L2 knowledge

2016 ◽  
pp. 185-204
Author(s):  
Gisela Granena
Keyword(s):  
Elicited Imitation

The Elicited Language Analysis Procedure

1982 ◽  
Vol 13 (1) ◽  
pp. 37-41
Author(s):  
Larry J. Mattes
Keyword(s):  
Diagnostic Tool ◽  
Descriptive Analysis ◽  
Quality Measures ◽  
Analysis Procedure ◽  
Elicited Imitation ◽  
Response Quality ◽  
Semantic Relationships ◽  
Language Analysis

Elicited imitation tasks are frequently used as a diagnostic tool in evaluating children with communication handicaps. This article presents a scoring procedure that can be used to obtain an in-depth descriptive analysis of responses produced on elicited imitation tasks. The Elicited Language Analysis Procedure makes it possible to systematically evaluate responses in terms of both their syntactic and semantic relationships to the stimulus sentences presented by the examiner. Response quality measures are also included in the analysis procedure.

scholarly journals MEASUREMENT PROPERTIES OF A STANDARDIZED ELICITED IMITATION TEST: AN INTEGRATIVE DATA ANALYSIS

2021 ◽  
pp. 1-27
Author(s):  
Daniel R. Isbell ◽  
Young-A Son
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
Second Language Acquisition ◽  
Item Difficulty ◽  
Measurement Properties ◽  
Linguistic Features ◽  
Elicited Imitation ◽  
Integrative Data Analysis ◽  
Rater Severity ◽  
Study Participants

Abstract Elicited Imitation Tests (EITs) are commonly used in second language acquisition (SLA)/bilingualism research contexts to assess the general oral proficiency of study participants. While previous studies have provided valuable EIT construct-related validity evidence, some key gaps remain. This study uses an integrative data analysis to further probe the validity of the Korean EIT score interpretations by examining the performances of 318 Korean learners (198 second language, 79 foreign language, and 41 heritage) on the Korean EIT scored by five different raters. Expanding on previous EIT validation efforts, this study (a) examined both inter-rater reliability and differences in rater severity, (b) explored measurement bias across subpopulations of language learners, (c) identified relevant linguistic features which relate to item difficulty, and (d) provided a norm-referenced interpretation for Korean EIT scores. Overall, findings suggest that the Korean EIT can be used in diverse SLA/bilingualism research contexts, as it measures ability similarly across subgroups and raters.

ELICITED IMITATION AS A MEASURE OF L2 PROFICIENCY

2021 ◽  
pp. 1-30
Author(s):  
Shu-Ling Wu ◽  
Yee Pin Tio ◽  
Lourdes Ortega
Keyword(s):  
High Reliability ◽  
Reliability And Validity ◽  
Research Community ◽  
Oral Narrative ◽  
L2 Proficiency ◽  
Elicited Imitation ◽  
External Criterion ◽  
Proficiency Levels ◽  
The Third ◽  
Communicative Abilities

Abstract Elicited imitation (EI), a short-cut measure of global proficiency in second language (L2) research, requires participants to listen to sentences and repeat them as closely as possible. To support instrument sharing and assessment of L2 proficiency for longitudinal and crosslinguistic research, we created a parallel form of an EI task (EIT) for L2 English originally developed by the third author and colleagues and investigated the reliability and validity of the original and new forms. Eighty-two participants completed the two EITs, an oral narrative task, and a self-diagnostic survey. Both forms exhibited high reliability and good alignment with external criterion measures. Both distinguished well among four proficiency levels in the sample. Further, participants’ perception of EI difficulty aligned well with their EI scores. We suggest some improvements to boost forms equivalence and discuss new insights about the nature of EI as reconstructive, integrative, modality independent, and with indirect links to communicative abilities. Our study seeks to make this English EIT instrument widely useful to the L2 research community.

Comparing Elicited Imitation and Word Monitoring as Measures of Implicit Knowledge

2015 ◽  
Vol 65 (4) ◽  
pp. 860-895 ◽  
Author(s):  
Yuichi Suzuki ◽  
Robert DeKeyser
Keyword(s):  
Implicit Knowledge ◽  
Elicited Imitation

Effects of Sentence Structure on Sentence Elicited Imitation Responses

1978 ◽  
Vol 21 (4) ◽  
pp. 809-819 ◽  
Author(s):  
Jo Carol Hudgins ◽  
Walter L. Cullinan
Keyword(s):  
College Students ◽  
Sentence Processing ◽  
Relative Clause ◽  
Female College Students ◽  
Sentence Structure ◽  
Response Accuracy ◽  
Relative Pronoun ◽  
Elicited Imitation ◽  
Sentence Repetition ◽  
Repetition Task

This study investigates the effects of sentence structure on the number of error sentences and response latency in a sentence-repetition task. Forty female college students repeated short and long test sentences containing either a single self-embedded or right-branching subject-focus or object-focus relative clause. Sentences were also controlled for deletion of the relative pronoun of the relative clause. Sentence structure was found to affect sentence elicited imitation response accuracy and latency in a manner similar to the effects of structure on ease of comprehension. The findings are consistent with a canonical-sentoid strategy explanation of sentence processing during sentence imitation.

Sprachstandsermittlung und Lernfortschrittstest mal anders. Die »Elicited Imitation Task« als ein Fenster zur lernersprachlichen Grammatik

2011 ◽  
Vol 38 (5) ◽  
pp. 525-550 ◽  
Author(s):  
Steffi Winkler
Keyword(s):  
Elicited Imitation

Zusammenfassung Der vorliegende Beitrag beschäftigt sich mit dem sogenannten »Elicited Imitation Task« (EI), einer in der psycholinguistischen Forschung etablierten Datenerhebungsmethode, welche hier als ein Instrument zur Messung fremd-bzw. zweitsprachlicher Grammatikkompetenz vorgestellt wird. Die Funktionalität der EI wird anhand einer Studie mit italienischen Universitätsstudenten, Lernern in DaF-Anfängerkursen an der Università degli studi di Pavia, demonstriert. Im Zentrum der Datenerhebungen stehen zwei für das Deutsche charakteristische grammatische Phänomenbereiche, die Satzklammer sowie die postfinite Realisierung der Satznegation. Nach einer kurzen Darlegung der psycholinguistischen Fundierung einer EI werden zunächst Testdesign sowie Testablauf erläutert. Die Ergebnisse, welche einen sukzessiven, systematischen Erwerb der untersuchten sprachlichen Phänomene widerspiegeln, werden alsdann im Lichte natürlicher Erwerbssequenzen ausgewertet und interpretiert. Im Anschluss daran werden methodische Aspekte der EI, vor allem unter dem Gesichtspunkt ihres Einsatzes im Sprachunterricht, näher betrachtet.

Elicited Imitation in Second Language Learners

1977 ◽  
Vol 20 (1) ◽  
pp. 86-97 ◽  
Author(s):  
Else Hamayan ◽  
Joel Saegert ◽  
Paul Larudee
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Elicited Imitation

scholarly journals Language Usage and Second Language Morphosyntax: Effects of Availability, Reliability, and Formulaicity

2021 ◽  
Vol 12 ◽  
Author(s):  
Rundi Guo ◽  
Nick C. Ellis
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Processing ◽  
Fixed Effects ◽  
Second Language Learners ◽  
Large Body ◽  
Elicited Imitation ◽  
Short Delay ◽  
Word Forms ◽  
Generalized Linear Mixed Effects

A large body of psycholinguistic research demonstrates that both language processing and language acquisition are sensitive to the distributions of linguistic constructions in usage. Here we investigate how statistical distributions at different linguistic levels – morphological and lexical (Experiments 1 and 2), and phrasal (Experiment 2) – contribute to the ease with which morphosyntax is processed and produced by second language learners. We analyze Chinese ESL learners’ knowledge of four English inflectional morphemes: -ed, -ing, and third-person -s on verbs, and plural -s on nouns. In Elicited Imitation Tasks, participants listened to length- and difficulty-matched sentences each containing one target morpheme and typed the whole sentence as accurately as they could after a short delay. Experiment 1 investigated lexical and morphemic levels, testing the hypotheses that a morpheme is expected to be more easily processed when it is (1) highly available (i.e., occurring in frequent word-forms), and (2) highly reliable (i.e., occurring in lemma words that are consistently conjugated in the form containing this morpheme). Thirty sentences were made for each morpheme, divided into three Availability-Reliability Distribution (ARD) groups on the basis of corpus analysis in the Corpus of Contemporary American English (COCA; Davies, 2008-): 10 target words high in availability, 10 high in reliability, and 10 low in both reliability and availability. Responses were scored on whether the target morpheme was accurately reproduced given the provision of the correct lemma. A generalized linear mixed-effects logit model (GLMM) revealed fixed effects of morpheme type, availability, and reliability on the accuracy of morpheme provision. There were no effects of lemma frequency. Experiment 2 successfully replicated these results and extended the investigation to explore phrasal formulaicity by manipulating the frequency of the four-word strings in which the morpheme was embedded. GLMMs replicated the effects of word-form availability and reliability and additionally revealed independent phrase-superiority effects where morphemes were better reproduced in contexts of higher string-frequency. Taken together, these findings demonstrate that morpheme acquisition reflects the distributional properties of learners’ experience and the mappings therein between lexis, morphology, phraseology, and semantics. These conclusions support an emergentist view of the statistical symbolic learning of morphology where language acquisition involves the satisfaction of competing constraints across multiple grain-sizes of units.

Sign in / Sign up

Export Citation Format

Share Document