Paradigmatic Results of a Word Association Test Administered in English and Farsi.

Autor/inn/en	Crable, Elaine Ann; Johnson, David
Titel	Paradigmatic Results of a Word Association Test Administered in English and Farsi.
Quelle	(1976), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Association (Psychology); Associative Learning; Cognitive Processes; Cognitive Tests; English (Second Language); Language Instruction; Language Research; Language Tests; Linguistic Competence; Native Speakers; Predictive Measurement; Second Language Learning; Test Interpretation + Suchen Sie Ihr Suchwort? Schulleistung; Assoziation; Cognitive process; Kognitiver Prozess; Kognitiver Fähigkeitstest; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachforschung; Language test; Sprachtest; Sprachkompetenz; Muttersprachler; Zweitsprachenerwerb; Test analysis; Testauswertung
Abstract	A study was carried out to test the hypothesis that a difference exists between the results of a paradigmatic/syntagmatic word association test given in an individual's native language and in his second language. The sample used in this study consists of 23 Iranian officers attending a course at Air University in Alabama. Their primary language is Farsi and their second or third language, English. All were given a free word association test, the P/S Inventory (Paradigmatic/Syntagmatic Inventory, Dinnan, 1971). The test was first administered individually to each subject in English. Four days later the same P/S Inventory was administered to the subjects in Farsi. The results revealed differences in the paradigmatic thinking patterns in the two identical tests. This study and other research suggest that when one language is clearly dominant, differences in association behavior will be exhibited. The foreign student should be aware that his English thinking patterns may be syntagmatic in nature and that shortcomings in a second language do not reflect academic inadequacy. (CFM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC