Elicited Imitation as a Measure of L2 Implicit Knowledge: An Empirical Validation Study

2006 ◽  
Vol 27 (3) ◽  
pp. 464-491 ◽  
Author(s):  
Rosemary Erlam
Keyword(s):  
Validation Study ◽  
Implicit Knowledge ◽  
Empirical Validation ◽  
Elicited Imitation

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

REVISITING THE SPANISH ELICITED IMITATION TASK

2019 ◽  
Vol 41 (5) ◽  
pp. 1027-1053 ◽  
Author(s):  
Megan Solon ◽  
Hae In Park ◽  
Carly Henderson ◽  
Marzieh Dehghan-Chaleshtori
Keyword(s):  
Second Language ◽  
Validation Study ◽  
Narrow Range ◽  
Oral Proficiency ◽  
Practical Method ◽  
Elicited Imitation ◽  
Current State ◽  
L2 Learners ◽  
High Level

AbstractElicited imitation tasks (EITs) have been shown to be a valid, reliable, and practical method for establishing second-language (L2) oral proficiency across a variety of languages. Nevertheless, research that has validated existing EITs has most often explored a narrow range of learner proficiencies or has examined how well the EIT distinguishes between low- and high-level learners. Bowden’s (2016) validation study of the Spanish EIT was the first to expand the range of learner proficiencies by including low, advanced, and very advanced L2 learners; her results suggested that, in its current state, the EIT may not be equipped to distinguish finer-grained levels of proficiency, especially at more advanced levels. The present study revisits the Spanish EIT to examine (a) its ability to distinguish between higher level learners and (b) whether including additional, more challenging EIT items allows for finer-grained distinctions at higher levels. Results suggest that the addition of longer, more challenging EIT items can improve the discriminability of the test among more advanced L2 learners.

MEASURES OF IMPLICIT KNOWLEDGE REVISITED

2016 ◽  
Vol 39 (3) ◽  
pp. 431-457 ◽  
Author(s):  
Jeong-eun Kim ◽  
Hosung Nam
Keyword(s):  
Construct Validity ◽  
Time Pressure ◽  
Implicit Knowledge ◽  
Linguistic Knowledge ◽  
Factor Analyses ◽  
Elicited Imitation ◽  
Grammaticality Judgment ◽  
Different Types

Timed grammaticality judgment tests (TGJT) and oral elicited imitation tests (OEIT) are considered reliable and valid measures of implicit linguistic knowledge, but studies consistently observe better performances on the TGJT than the OEIT due to the different types of processing they require: comprehension for the TGJT and production for the OEIT. This study examines whether degree of access to implicit knowledge is a function of processing type. Results from a series of factor analyses suggest that the OEIT requires greater access to implicit knowledge—implying that it measures stronger implicit knowledge—than the TGJT. Furthermore, the study examines effects on construct validity of time pressure in the OEIT (uncontrolled vs. controlled) and modality in the TGJT (written vs. aural). The results indicate that the tests reached higher construct validity, or measuredstrongerimplicit knowledge, when the OEIT employed controlled time pressure and the TGJT used aural stimuli.

scholarly journals Should policy-makers and managers trust PSI? An empirical validation study of five patient safety indicators in a national health service

2012 ◽  
Vol 12 (1) ◽  
Author(s):  
Enrique Bernal-Delgado ◽  
Sandra García-Armesto ◽  
Natalia Martínez-Lizaga ◽  
Begoña Abadía-Taira ◽  
Joaquín Beltrán-Peribañez ◽  
...  
Keyword(s):  
Patient Safety ◽  
National Health Service ◽  
Health Service ◽  
National Health ◽  
Validation Study ◽  
Empirical Validation ◽  
Policy Makers ◽  
Patient Safety Indicators

An empirical validation study of Spolsky's language policy model

2021 ◽  
pp. 1-19
Author(s):  
Victoria Van Oss ◽  
Piet Van Avermaet ◽  
Esli Struys ◽  
Wendelien Vantieghem
Keyword(s):  
Language Policy ◽  
Validation Study ◽  
Empirical Validation ◽  
Policy Model

The Effects of Recasts and Working Memory on the Development of Implicit and Explicit Knowledge

2016 ◽  
Vol 39 (1) ◽  
Author(s):  
Jieun Ahn ◽  
Youngkyu Kim
Keyword(s):  
Working Memory ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Control Group ◽  
Elicited Imitation ◽  
Grammaticality Judgment ◽  
Causative Construction ◽  
Implicit And Explicit ◽  
The Impact ◽  
Experimental Group

AbstractThis paper aims to investigate the effects of recasts and working memory on the acquisition of Korean morphological causatives by advanced Chinese learners of Korean. Participants were randomly assigned to two groups: A experimental group and a control group. The experimental group received intensive recasts during task-based interaction, whereas the control group did not. The effects of recasts were measured by two types of tests: An elicited imitation test, as a measure of implicit knowledge, and an untimed grammaticality judgment test, as a measure of explicit knowledge. The findings are as follows. First, from the pretest to the delayed posttest, recasts facilitated the learners’ acquisition of causative construction by developing both their implicit and explicit knowledge. Second, the results of delayed posttests showed that recasts were more effective in aiding the development of implicit knowledge than explicit knowledge. Third, working memory was found to be a significant covariate in the facilitative effects of recasts on explicit knowledge; that is, it mediated the development of explicit knowledge via recasts as a significant individual difference factor. The effects of recasts were maintained even when the impact of working memory was controlled. (189 words)

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