Effects of Sentence Structure on Sentence Elicited Imitation Responses

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.

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The acquisition of relative clauses in Russian and Polish in monolingual and bilingual children

Linguistic Approaches to Bilingualism ◽

10.1075/lab.17031.pee ◽

2018 ◽

Vol 10 (2) ◽

pp. 216-248

Author(s):

Alla V. Peeters-Podgaevskaja ◽

Bibi E. Janssen ◽

Anne E. Baker

Keyword(s):

Relative Clause ◽

Relative Clauses ◽

Bilingual Children ◽

Case Marking ◽

Sentence Repetition ◽

Subject And Object ◽

Repetition Task

Abstract In this paper, we present the results on (re)production of relative clauses in a sentence repetition task by Russian and Polish monolingual and bilingual children (3;6–6;6 years). Russian and Polish both involve overt case marking in the relative clause formation, but the case marking in Polish is more regular and transparent. Our results suggest that, when case marking is the only disambiguating cue, its transparency and regularity contributes to a significantly better performance. This explains why the Polish children, both monolingual and bilingual, were more successful in reproduction of subject and object relatives compared to their Russian peers.

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An Investigation of Affective Reactions to the First-Time Administration of an English Oral Elicited Imitation Test and Oral Narrative Test

Studia Anglica Posnaniensia ◽

10.2478/stap-2020-0003 ◽

2020 ◽

Vol 55 (1) ◽

pp. 49-78

Author(s):

Jakub Bielak ◽

Anna Mystkowska-Wiertelak ◽

Mirosław Pawlak

Keyword(s):

Rating Scale ◽

Oral Narrative ◽

Affective Reactions ◽

Elicited Imitation ◽

Sentence Repetition ◽

Language Tests ◽

Point Rating Scale ◽

Thought Listing ◽

First Time ◽

Repetition Task

Abstract As some language tests may be more anxiety-provoking than others, anxiety, other affective reactions, and related perceptions evoked by the English oral elicited imitation test (EI), a sentence repetition task measuring the implicit knowledge of grammar in a way not resembling natural communication, were investigated during first-time administration by means of a 10-point rating scale and a thought-listing tool. Because anxiety and other emotions cannot be interpreted in absolute terms, the same reactions induced by a special type of an English oral narrative test (ON) were investigated for comparison. A quantitative and qualitative analysis revealed EI to be more anxiety-provoking than ON as it created considerably higher levels of tension and worry. The possible causes include the perception of EI as very difficult, the uncertainty and confusion generated by the oral nature of its instruction and stimuli, and lack of an openly declared focus. Careful administration of EI is recommended to reduce anxiety and unfavorable perceptions. Other, much less frequent affective reactions to the tests and perceptions included satisfaction, curiosity, excitement, hope, confusion, interest, boredom, uncertainty, and concentration.

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