Elicited Imitation: A Test for All Learners? Examining the EI Performance of Learners with Diverging Educational Backgrounds

Autor/in	Deygers, Bart
Titel	Elicited Imitation: A Test for All Learners? Examining the EI Performance of Learners with Diverging Educational Backgrounds
Quelle	In: Studies in Second Language Acquisition, 42 (2020) 5, S.933-957 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deygers, Bart)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S027226312000008X
Schlagwörter	Second Language Learning; Second Language Instruction; Indo European Languages; Applied Linguistics; Item Response Theory; Measures (Individuals); Standardized Tests; Correlation; Receptive Language; Language Tests; Vocabulary Skills; Comparative Analysis; Educational Attainment; Speech Communication; Grammar; Literacy + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Indoeuropäisch; Linguistics; Linguistik; Angewandte Linguistik; Item-Response-Theorie; Messdaten; Standadised tests; Standardisierter Test; Korrelation; Rezeptive Kommunikationsfähigkeit; Language test; Sprachtest; Aktiver Wortschatz; Bildungsabschluss; Bildungsgut; Grammatik; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	Elicited imitation (EI) is a much-used measurement instrument in applied linguistics, and it is considered a reliable and quick assessment of holistic speaking ability and implicit grammar knowledge. To date, however, EI research has overwhelmingly relied on highly educated participants. Only a few small-scale EI studies in applied linguistics have considered low-literate learners. Using Item Response Theory (IRT) and inferential parametric and nonparametric statistics, this study examined the EI performance of 113 L2 learners of Dutch with diverging educational backgrounds. All participants were enrolled in A1 and A2 Dutch L2 courses. Additionally, this study examined to what extent EI performances align with standardized tests of speaking and receptive vocabulary. The results indicate that EI can be used with both highly literate and low-educated participants, who will--however--be outperformed by higher educated learners. Especially the repetition of sentences containing pseudowords appears to result in substantial performance differences between the two groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01