ELICITED IMITATION TASKS AS A MEASURE OF L2 PROFICIENCY

2021 ◽  
pp. 1-26
Author(s):  
Maria Kostromitina ◽  
Luke Plonsky
Keyword(s):  
Second Language ◽  
Effect Sizes ◽  
Independent Effect ◽  
L2 Proficiency ◽  
Elicited Imitation ◽  
Discussion Section ◽  
Comprehensive View ◽  
Transparent Reporting ◽  
The Relationship ◽  
Practical Measure

Abstract Elicited imitation tasks (EITs) have been proposed and examined as a practical measure of second language (L2) proficiency. This study aimed to provide an updated and comprehensive view of the relationship between EITs and other proficiency measures. Toward that end, 46 reports were retrieved contributing 60 independent effect sizes (Pearson’s r) that were weighted and averaged. Several EIT features were also examined as potential moderators. The results portray EIT as a generally consistent measure of L2 proficiency (r = .66). Among other moderators, EIT stimuli length was positively associated with stronger correlations. Overall, the findings provide support for the use of EITs as a means to greater consistency and practicality in measuring L2 proficiency. In our Discussion section, we highlight the need for more transparent reporting and provide empirically grounded recommendations for EIT design and for further research into EIT development.

scholarly journals PREDICTING L2 FLUENCY FROM L1 FLUENCY BEHAVIOR

2020 ◽  
Vol 42 (4) ◽  
pp. 671-695 ◽  
Author(s):  
Zeynep Duran-Karaoz ◽  
Parvaneh Tavakoli
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Speech Rate ◽  
Placement Test ◽  
Elicited Imitation ◽  
Language Pedagogy ◽  
Proficiency Level ◽  
Second Language Pedagogy ◽  
L1 And L2 ◽  
The Relationship

AbstractThe article reports on the findings of a study investigating the relationship between first language (L1) and second language (L2) fluency behavior. Drawing on data collected from Turkish learners of English, the study also addresses the question of whether proficiency level mediates the relationship, if any. The data were coded for a range of breakdown, repair, speed, and composite measures. Language proficiency was measured by means of two tests: Oxford Placement Test (OPT) and an Elicited Imitation Task (EIT). The results show that some breakdown and repair measures were positively correlated in L1 and L2, but no correlations were observed for articulation rate and speech rate. The relationships were not mediated by proficiency level. Regression analyses show that a number of models predicted L2 fluency. L1 fluency contributed significantly to models predicting pausing behavior; EIT scores predicted L2 speech rate; and L1 fluency and OPT scores predicted L2 repair and mid-clause pauses. The important implications of the findings for fluency research and second language pedagogy are discussed.

AGE OF ONSET AND NATIVELIKE L2 ULTIMATE ATTAINMENT OF MORPHOSYNTACTIC AND PHONETIC INTUITION

2012 ◽  
Vol 34 (2) ◽  
pp. 187-214 ◽  
Author(s):  
Niclas Abrahamsson
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Negative Correlation ◽  
Critical Period ◽  
Age Of Onset ◽  
L2 Proficiency ◽  
Critical Period Hypothesis ◽  
Wide Range ◽  
Ultimate Attainment ◽  
The Relationship

Research has consistently shown there is a negative correlation between age of onset (AO) of acquisition and ultimate attainment (UA) of either pronunciation or grammar in a second language (L2). A few studies have indeed reported nativelike behavior in some postpuberty learners with respect to either phonetics/phonology or morphosyntax, a result that has sometimes been taken as evidence against the critical period hypothesis (CPH). However, in the few studies that have employed a wide range of linguistic tests and tasks, adult learners have not exhibited nativelike L2 proficiency across the board of measures, which, according to some, suggests that the hypothesis still holds. The present study investigated the relationship between AO and UA and the incidence of nativelikeness when measures of phonetic and grammatical intuition are combined. An additional aim was to investigate whether children and adults develop the L2 through fundamentally different brain mechanisms—namely, whether children acquire the language (more) implicitly as an interdependent whole, whereas adults learn it (more) explicitly as independent parts of a whole.

Can willingness to communicate, communication in English anxiety, behavioural inhibition and behavioural action predict perceived L2 fluency?

2021 ◽  
pp. 136216882110440
Author(s):  
Reza Zabihi ◽  
Shiva Ghominejad ◽  
Mohammad Javad Ahmadian
Keyword(s):  
Second Language ◽  
Partial Correlation ◽  
Willingness To Communicate ◽  
Language Teachers ◽  
Proficiency Tests ◽  
Behavioural Inhibition ◽  
L2 Proficiency ◽  
Affective Factors ◽  
The Relationship

This study aimed to investigate whether and how willingness to communicate, communication in English anxiety, behavioural inhibition and action predict perceived second language (L2) fluency. The study also looked at whether L2 proficiency moderates the strength of relationships between these affective factors and L2 perceived fluency. One hundred learners of English were recorded while doing the Suitcase task (a monologic task) and were asked to complete a series of questionnaires and proficiency tests. Speech samples were then prepared for presentation to 26 experienced language teachers (and highly proficient users of English) as raters. Their task was to rate the speech samples in terms of perceived fluency. Results revealed that while willingness to communicate is a strong and positive predictor of perceived fluency, communication in English anxiety negatively predicts perceived L2 fluency. We also found that L2 proficiency does not seem to moderate the relationship between perceived fluency and willingness to communicate (WTC), but it does change the partial correlation figure for communication in English anxiety from r = −0.24 ( p = .013) to r = −0.38 ( p < .001). This variation suggests that less proficient L2 speakers’ perceived fluency could be more severely affected by communication in English anxiety.

The relationship between lexical competence, collocational competence, and second language proficiency

2011 ◽  
Vol 4 (1) ◽  
pp. 113-145 ◽  
Author(s):  
Déogratias Nizonkiza
Keyword(s):  
Second Language ◽  
Proficiency Testing ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Vocabulary Test ◽  
L2 Proficiency ◽  
Second Language Proficiency ◽  
Lexical Competence ◽  
The University ◽  
The Relationship

This paper assesses the relationship between EFL proficiency, lexical competence, and collocational competence (cf. Meara 1996; Pawley & Syder 1983; Read 1993, 1997, 2000; Bonk 2001). Two paper-based tests, a proficiency test and a vocabulary test, were presented to English majors at the University of Burundi. Scores on both tests significantly correlate and distinguish between levels. This confirms that lexical competence is a reliable predictor of L2 proficiency, which strengthens and extends earlier findings (Meara 1996; Bonk 2001; Gyllstad 2005, 2007; Zareva et al. 2005). Furthermore, mastery of collocations is found to be related to frequency and to predict lexical competence. Thus, the findings of this study underline earlier indications that proficiency testing may be simplified.

scholarly journals The relationship between English proficiency and humour appreciation among English L1 users and Chinese L2 users of English

2019 ◽  
Vol 10 (4) ◽  
pp. 653-676 ◽  
Author(s):  
Xuemei Chen ◽  
Jean-Marc Dewaele
Keyword(s):  
Second Language ◽  
Linear Relationship ◽  
English Proficiency ◽  
Ecological Validity ◽  
L2 Proficiency ◽  
Vocabulary Size ◽  
Positive Linear Relationship ◽  
Short Video ◽  
The Relationship ◽  
Sociocultural Knowledge

AbstractHumour appreciation involves split second detection and resolution of cultural and pragmatic incongruities. Second language (L2) users may need more time and effort to understand and appreciate L2 humour. Previous studies have mostly used decontextualized verbal jokes and reported a linear relationship between L2 proficiency and humour appreciation. The present study strives for more ecological validity by using audiovisual-based, multimodal humorous stimuli. A total of 272 Chinese L2 users of English and 94 English L1 users rated the funniness and the ease of understanding of two short video extracts and then completed an English vocabulary size test, LexTALE. The findings suggest that L2 users need to reach a certain threshold in L2 linguistic, pragmatic and sociocultural knowledge before a positive linear relationship emerges between proficiency and appreciation of multimodal humorous stimuli. Also, advanced L2 users demonstrated similarities with English L1 users in humour processing.

scholarly journals The Relationship between Negative Problem Orientation and Worry: A Meta-Analytic Review

2016 ◽  
Vol a4 (3) ◽  
pp. 319-340 ◽  
Author(s):  
James Bowness Clarke ◽  
Michelle Ford ◽  
Sara Heary ◽  
Jacqui Rodgers ◽  
Mark H. Freeston
Keyword(s):  
Detrimental Effect ◽  
Effect Sizes ◽  
Independent Effect ◽  
Strongly Correlated ◽  
Problem Orientation ◽  
Analytic Review ◽  
Negative Problem Orientation ◽  
Theory Research ◽  
The Relationship ◽  
Attenuation Corrected

Generalised Anxiety Disorder (GAD) can have a significant detrimental effect on the lives of sufferers. Research into the psychological process involved in worry has an important role in the prevention and treatment of problems such as GAD. Negative problem orientation (NPO) has been identified as an important psychological construct involved in worry (Gosselin, Ladouceur & Pelletier, 2005). The focus of this meta-analytic review was to further our understanding of the relationship between NPO and worry, and a related construct called intolerance of uncertainty (IU). The review identified 31 articles reporting correlations between measures of NPO and worry. These articles detailed a total of 33 independent effect sizes. Using a random-effects model and raw and attenuation-corrected values, NPO was found to be significantly correlated to worry (r = 0.57, CI = 0.55–0.60, k = 33, N = 5376). The type of NPO measure moderated the relationship between NPO and worry. In addition, NPO was found to be significantly correlated with IU (r= 0.71, CI = 0.69–0.73, k = 14, N = 3072) and more strongly correlated with IU than with worry (p<.05). The findings have implications for theory, research and practice. Issues in the measurement of NPO are discussed, and the relationship between NPO and IU is considered.

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.

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