dc.contributor.author |
Erlam, Rosemary |
|
dc.contributor.author |
Wei, Lan |
|
dc.date.accessioned |
2021-11-14T04:01:41Z |
|
dc.date.available |
2021-11-14T04:01:41Z |
|
dc.date.issued |
2021-6-23 |
|
dc.identifier.issn |
1362-1688 |
|
dc.identifier.uri |
https://hdl.handle.net/2292/57419 |
|
dc.description.abstract |
<jats:p> This study is a conceptual replication of Ellis’ ‘Measuring implicit and explicit knowledge of a second language: A psychometric study’, published in Studies in Second Language Acquisition (2005), aiming to establish the importance of including belief statements (hypothesized to increase processing demands) in the design of Elicited Imitation (EI) tests. In a between-groups comparison, 103 participants completed one of two versions of Erlam’s EI test (2006), one which required participants to make a ‘belief’ judgement, and one which did not. Both contained ungrammatical stimuli. Participants were scored for repetition of grammatical stimuli and correction of ungrammatical stimuli. An Exit questionnaire aimed to establish how aware they were of ungrammatical stimuli. Participants also completed a timed grammaticality judgement test (TGJT), an untimed grammaticality judgement test (UGJT), a metalinguistic knowledge test (MKT), and another Elicited Imitation (EI) test designed as a measure of global proficiency. Performance on each EI version was examined in relationship to performance on these measures. There was no variation between performance on either EI test version. The article underscores the need for ongoing research investigating design features of EI tests. </jats:p> |
|
dc.language |
en |
|
dc.publisher |
SAGE Publications |
|
dc.relation.ispartofseries |
Language Teaching Research |
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dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
|
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
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dc.subject |
Social Sciences |
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dc.subject |
Education & Educational Research |
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dc.subject |
Linguistics |
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dc.subject |
elicited imitation |
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dc.subject |
explicit knowledge |
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dc.subject |
focus on meaning |
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dc.subject |
implicit knowledge |
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dc.subject |
oral proficiency |
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dc.subject |
ungrammatical stimuli |
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dc.subject |
IMPLICIT KNOWLEDGE |
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dc.subject |
LANGUAGE PROFICIENCY |
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dc.subject |
ORAL PROFICIENCY |
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dc.subject |
EXPLICIT |
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dc.subject |
2ND-LANGUAGE |
|
dc.subject |
TIME |
|
dc.subject |
1302 Curriculum and Pedagogy |
|
dc.subject |
1702 Cognitive Sciences |
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dc.subject |
2004 Linguistics |
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dc.title |
The importance of increased processing demands in the design of Elicited Imitation tests |
|
dc.type |
Journal Article |
|
dc.identifier.doi |
10.1177/13621688211026032 |
|
pubs.begin-page |
136216882110260 |
|
dc.date.updated |
2021-10-21T22:59:04Z |
|
dc.rights.holder |
Copyright: The author |
en |
pubs.author-url |
http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000667358100001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=6e41486220adb198d0efde5a3b153e7d |
|
pubs.publication-status |
Published online |
|
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
|
pubs.subtype |
Early Access |
|
pubs.subtype |
Journal |
|
pubs.elements-id |
857120 |
|
dc.identifier.eissn |
1477-0954 |
|
pubs.number |
ARTN 13621688211026032 |
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pubs.online-publication-date |
2021-6-23 |
|