Research Article
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Year 2020, Volume: 6 Issue: 2, 265 - 284, 31.07.2020

Hedayat Sarandi

https://doi.org/10.32601/ejal.775806
Cited By: 2

Abstract

References

  • Baddeley, A. (2015). Working memory in second language learning. In Z. Wen, M. Borges & A. McNeill (Eds.), Working memory in second language acquisition and processing. Bristol: Multilingual Matters.
  • Baddeley, A., Gathercole, S., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105(1), 158-173.
  • Baten, K., & Cornillie, F. (2019). Elicited imitation as a window into developmental stages. Journal of the European Second Language Association, 3(1), 23–34.
  • Berry, P. B. (1976). Elicited imitation of language: Some ESNS population characteristics. Language and Speech, 19(4), 350-362.
  • Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28(1), 69-84.
  • Bowles, M. A. (2011). Measuring implicit and explicit linguistic knowledge: What can heritage language learners contribute? Studies in Second Language Acquisition, 33(2), 247-271.
  • Cambridge IELTS 2 (2000). Examination papers from the university of Cambridge local examination syndicate. Cambridge: Cambridge University Press.
  • Cambridge IELTS 4 (2005). Examination papers from the university of Cambridge local examination syndicate. Cambridge: Cambridge University Press.
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum.
  • Connell, P. J., & Myles-Zitzer, C. (1982). An analysis of elicited imitation as a language evaluation procedure. Journal of Speech and Hearing Disorders, 47(4), 390-396.
  • Eisenstein, M., Bailey, N., & Madden, C. (1982). It take two: Contrasting tasks and contrasting structures. TESOL Quarterly 16(3), 381-93.
  • Ellis, N. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27(2), 305-352.
  • Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(2), 141-172.
  • Ellis, R. (2006). Modeling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics, 27(3), 431-463.
  • Ellis, R. (2007). The differential effects of corrective feedback on two grammatical structures. In. A. Mackey (Ed.), Conversational interaction in SLA: A collection of empirical studies, (pp. 339-360). New York, NY: Oxford University Press.
  • Ellis, R. (2008). Investigating grammatical difficulty in second language learning: Implications for second language acquisition research and language testing. International Journal of Applied Linguistics, 18(1), 4-22.
  • Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. In Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., & Reinders, H. (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 3-25). Bristol: Multilingual Matters.
  • Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339- 368.
  • Ellis, R., & Roever, C. (2018). The measurement of implicit and explicit knowledge. The Language Learning Journal, 1-16.
  • Erlam, R. (2006). Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics, 27(3), 464-491.
  • Graham, C. R., Lonsdale, D., Kennington, C., Johnson, A., & McGhee, J. (2008). Elicited imitation as an oral proficiency measure with ASR scoring. Proceedings of the 6th International Conference on Language Resources and Evaluation (pp.1604-1610). Paris: European Language Resources Association.
  • Granena, G. (2016). Elicited imitation as a measure of implicit L2 knowledge: The role of working memory and short-term memory capacity. In G. Granena, D. Jackson & Y. Yilmaz (Eds.), Cognitive individual differences in second language processing and acquisition (pp. 185-204). Amsterdam: John Benjamins.
  • Kim, J. E., & Nam, H. (2017). Measures of implicit knowledge revisited. Studies in Second Language Acquisition, 39(3), 431-457.
  • McDade, H., Simpson, M., & Lamb, D. (1982). The use of elicited imitation as a measure of expressive grammar: A question of validity. Journal of Speech and Hearing Disorders, 47(1), 19-24.
  • Naiman, N. (1974). The use of elicited imitation in second language acquisition research. Working Papers on Bilingualism, 2, 1-37.
  • Paradis, M. (2009) Declarative and procedural determinants of second languages. Amsterdam: John Benjamins Publishing Company.
  • Pienemann, M. (1998). Language processing and second language development: Processability theory. Amsterdam: Benjamins.
  • Potter, M. C., & Lombardi, L. (1990). Regeneration in the short-term recall of sentences. Journal of Memory and Language, 29(6), 633-654.
  • Sarandi, H. (2015). Reexamining elicited imitation as a measure of implicit grammatical knowledge and beyond…?. Language Testing, 32(4), 485-501.
  • Scott, M. L. (1994). Auditory memory and perception in younger and older adult second language learners. Studies in Second Language Acquisition, 16(3), 263-281.
  • Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
  • Smith, C. S. (1970). An experimental approach to children’s linguistic competence. In J.R. Hayes (Ed.), Cognition and the development of language (pp.109-133). New York, NY: John Wiley.
  • Spada, N., Jessop, L., Tomita, Y., Suzuki, W., & Valeo, A. (2014). Isolated and integrated form focused instruction: Effects on different types of L2 knowledge. Language Teaching Research, 18(4), 453-473.
  • Spada, N., Shiu, J. L. J., & Tomita, Y. (2015). Validating an elicited imitation task as a measure of implicit knowledge: Comparisons with other validation studies. Language Learning, 65(3), 723-751.
  • Suzuki, Y. (2019, December). The neural foundations of explicit and implicit knowledge: An fMRI study. Paper presented at the meeting of Neurocognitive Foundations of Foreign Language Learning: ESRC UK-Japan Project, University College London.
  • Suzuki, Y., & DeKeyser, R. (2015). Comparing elicited imitation and word monitoring as measures of implicit knowledge. Language Learning, 65(4), 860-895.
  • Swan, M. (1976). Understanding ideas: Advanced reading skills. Cambridge: Cambridge University Press.
  • Toth, P. D., & Guijarro-Fuentes, P. (2013). The impact of instruction on second-language implicit knowledge: Evidence against encapsulation. Applied Psycholinguistics, 34(6), 1163-1193.
  • Underhill, N. (1987). Testing spoken language: A handbook of oral testing techniques. Cambridge: Cambridge University Press.
  • Yan, X., Maeda, Y., Lv, J., & Ginther, A. (2016). Elicited imitation as a measure of second language proficiency: A narrative review and meta-analysis. Language Testing, 33(4), 497-528.
  • Yasuyao, T., Wataru, S., & Lorena, J. (2009). Elicited imitation : Toward valid procedures to measure implicit second language grammatical knowledge. TESOL Quarterly, 43(2), 345-350.
  • Zhang, R. (2014). Measuring university-level L2 learners’ implicit and explicit linguistic knowledge. Studies in Second Language Acquisition, 37(3), 457-486.

The structural sensitivity of elicited imitation as a measure of implicit grammatical knowledge

Year 2020, Volume: 6 Issue: 2, 265 - 284, 31.07.2020

Hedayat Sarandi

https://doi.org/10.32601/ejal.775806
Cited By: 2

Abstract

One of the major issues in SLA is developing language tests that could produce good measures of implicit knowledge. This study examines the validity of an English Elicited Imitation (EI) test as a measure of L2 implicit grammatical knowledge. Forty freshman university students in Turkey took a set of language tests: an EI test, two storytelling tasks, a picture description task, IELTS listening sample tests and a speaking test. Four English morphemes were chosen as the target structures: third person ‘-s’, plural ‘-s’, simple past ‘-ed’, and comparative ‘-er’. Results from a principal component analysis showed that all measures were loaded on a single component labelled as implicit knowledge. Significant correlations with varying magnitude were also recorded between learners’ EI scores for the target structures and their scores on other time-pressured measures: r = .63, r = .63, r = .65 and r = .43, for third person ‘-s’, simple past ‘-ed’, plural ‘-s’ and comparative ‘-er’, respectively. These findings suggest that the likelihood of EI measuring L2 implicit grammatical knowledge may vary depending on language structures.

Keywords

Elicited imitation implicit knowledge learning English grammar second language acquisition

References

  • Baddeley, A. (2015). Working memory in second language learning. In Z. Wen, M. Borges & A. McNeill (Eds.), Working memory in second language acquisition and processing. Bristol: Multilingual Matters.
  • Baddeley, A., Gathercole, S., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105(1), 158-173.
  • Baten, K., & Cornillie, F. (2019). Elicited imitation as a window into developmental stages. Journal of the European Second Language Association, 3(1), 23–34.
  • Berry, P. B. (1976). Elicited imitation of language: Some ESNS population characteristics. Language and Speech, 19(4), 350-362.
  • Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28(1), 69-84.
  • Bowles, M. A. (2011). Measuring implicit and explicit linguistic knowledge: What can heritage language learners contribute? Studies in Second Language Acquisition, 33(2), 247-271.
  • Cambridge IELTS 2 (2000). Examination papers from the university of Cambridge local examination syndicate. Cambridge: Cambridge University Press.
  • Cambridge IELTS 4 (2005). Examination papers from the university of Cambridge local examination syndicate. Cambridge: Cambridge University Press.
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum.
  • Connell, P. J., & Myles-Zitzer, C. (1982). An analysis of elicited imitation as a language evaluation procedure. Journal of Speech and Hearing Disorders, 47(4), 390-396.
  • Eisenstein, M., Bailey, N., & Madden, C. (1982). It take two: Contrasting tasks and contrasting structures. TESOL Quarterly 16(3), 381-93.
  • Ellis, N. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27(2), 305-352.
  • Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(2), 141-172.
  • Ellis, R. (2006). Modeling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics, 27(3), 431-463.
  • Ellis, R. (2007). The differential effects of corrective feedback on two grammatical structures. In. A. Mackey (Ed.), Conversational interaction in SLA: A collection of empirical studies, (pp. 339-360). New York, NY: Oxford University Press.
  • Ellis, R. (2008). Investigating grammatical difficulty in second language learning: Implications for second language acquisition research and language testing. International Journal of Applied Linguistics, 18(1), 4-22.
  • Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. In Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., & Reinders, H. (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 3-25). Bristol: Multilingual Matters.
  • Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339- 368.
  • Ellis, R., & Roever, C. (2018). The measurement of implicit and explicit knowledge. The Language Learning Journal, 1-16.
  • Erlam, R. (2006). Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics, 27(3), 464-491.
  • Graham, C. R., Lonsdale, D., Kennington, C., Johnson, A., & McGhee, J. (2008). Elicited imitation as an oral proficiency measure with ASR scoring. Proceedings of the 6th International Conference on Language Resources and Evaluation (pp.1604-1610). Paris: European Language Resources Association.
  • Granena, G. (2016). Elicited imitation as a measure of implicit L2 knowledge: The role of working memory and short-term memory capacity. In G. Granena, D. Jackson & Y. Yilmaz (Eds.), Cognitive individual differences in second language processing and acquisition (pp. 185-204). Amsterdam: John Benjamins.
  • Kim, J. E., & Nam, H. (2017). Measures of implicit knowledge revisited. Studies in Second Language Acquisition, 39(3), 431-457.
  • McDade, H., Simpson, M., & Lamb, D. (1982). The use of elicited imitation as a measure of expressive grammar: A question of validity. Journal of Speech and Hearing Disorders, 47(1), 19-24.
  • Naiman, N. (1974). The use of elicited imitation in second language acquisition research. Working Papers on Bilingualism, 2, 1-37.
  • Paradis, M. (2009) Declarative and procedural determinants of second languages. Amsterdam: John Benjamins Publishing Company.
  • Pienemann, M. (1998). Language processing and second language development: Processability theory. Amsterdam: Benjamins.
  • Potter, M. C., & Lombardi, L. (1990). Regeneration in the short-term recall of sentences. Journal of Memory and Language, 29(6), 633-654.
  • Sarandi, H. (2015). Reexamining elicited imitation as a measure of implicit grammatical knowledge and beyond…?. Language Testing, 32(4), 485-501.
  • Scott, M. L. (1994). Auditory memory and perception in younger and older adult second language learners. Studies in Second Language Acquisition, 16(3), 263-281.
  • Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
  • Smith, C. S. (1970). An experimental approach to children’s linguistic competence. In J.R. Hayes (Ed.), Cognition and the development of language (pp.109-133). New York, NY: John Wiley.
  • Spada, N., Jessop, L., Tomita, Y., Suzuki, W., & Valeo, A. (2014). Isolated and integrated form focused instruction: Effects on different types of L2 knowledge. Language Teaching Research, 18(4), 453-473.
  • Spada, N., Shiu, J. L. J., & Tomita, Y. (2015). Validating an elicited imitation task as a measure of implicit knowledge: Comparisons with other validation studies. Language Learning, 65(3), 723-751.
  • Suzuki, Y. (2019, December). The neural foundations of explicit and implicit knowledge: An fMRI study. Paper presented at the meeting of Neurocognitive Foundations of Foreign Language Learning: ESRC UK-Japan Project, University College London.
  • Suzuki, Y., & DeKeyser, R. (2015). Comparing elicited imitation and word monitoring as measures of implicit knowledge. Language Learning, 65(4), 860-895.
  • Swan, M. (1976). Understanding ideas: Advanced reading skills. Cambridge: Cambridge University Press.
  • Toth, P. D., & Guijarro-Fuentes, P. (2013). The impact of instruction on second-language implicit knowledge: Evidence against encapsulation. Applied Psycholinguistics, 34(6), 1163-1193.
  • Underhill, N. (1987). Testing spoken language: A handbook of oral testing techniques. Cambridge: Cambridge University Press.
  • Yan, X., Maeda, Y., Lv, J., & Ginther, A. (2016). Elicited imitation as a measure of second language proficiency: A narrative review and meta-analysis. Language Testing, 33(4), 497-528.
  • Yasuyao, T., Wataru, S., & Lorena, J. (2009). Elicited imitation : Toward valid procedures to measure implicit second language grammatical knowledge. TESOL Quarterly, 43(2), 345-350.
  • Zhang, R. (2014). Measuring university-level L2 learners’ implicit and explicit linguistic knowledge. Studies in Second Language Acquisition, 37(3), 457-486.
There are 42 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section Articles
Authors

Hedayat Sarandi 0000-0001-6292-1735

Publication Date July 31, 2020
Published in Issue Year 2020 Volume: 6 Issue: 2

Cite

APA Sarandi, H. (2020). The structural sensitivity of elicited imitation as a measure of implicit grammatical knowledge. Eurasian Journal of Applied Linguistics, 6(2), 265-284. https://doi.org/10.32601/ejal.775806

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