The Construct Validity of Grammaticality Judgment Tests as Measures of Implicit and Explicit Knowledge

Autor/in	Gutierrez, Xavier
Titel	The Construct Validity of Grammaticality Judgment Tests as Measures of Implicit and Explicit Knowledge
Quelle	In: Studies in Second Language Acquisition, 35 (2013) 3, S.423-449 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263113000041
Schlagwörter	Construct Validity; Second Language Learning; Factor Analysis; Language Tests; Grammar; Sentences; Timed Tests; Knowledge Level; Test Construction + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Faktorenanalyse; Language test; Sprachtest; Grammatik; Sentence analysis; Satzanalyse; Wissensbasis; Testaufbau
Abstract	Grammaticality judgment tests (GJTs) have been, and continue to be, frequently used in the field of SLA as a measure of learners' linguistic ability in the second language (L2). However, only a few studies have examined their construct validity as measures of implicit and explicit knowledge (Bowles, 2011; R. Ellis, 2005), and even fewer have explored in detail how features of these tests, such as time pressure and task stimulus, affect their construct validity (Loewen, 2009). The purpose of this paper is to examine the effect that time pressure and task stimulus have on the type of knowledge representations on which L2 learners draw when performing GJTs. The results show that the grammatical and ungrammatical sections of a timed and an untimed GJT loaded differently in both exploratory and confirmatory factor analyses. This finding can be interpreted as indicating that grammatical and ungrammatical sentences constitute measures of implicit and explicit knowledge, respectively. Additionally, the results show that time pressure and task stimulus have significant effects on learners' performance on GJTs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10