Imagen de Portada

The relationship between poststimulus pause, learner proficiency, and working memory in an Elicited Imitation Task

Guardado en:
Publicado en:Studies in Second Language Acquisition vol. 45, no. 5 (Dec 2023), p. 1370
Autor principal: Norris, John M
Otros Autores: Sasayama, Shoko, Kim, Michelle
Publicado:
Cambridge University Press
Materias:
Design optimization
Cognitive load
Perceptions
Language proficiency
Short term memory
Memory
Imitation
Pauses
Reliability
Stimulus
Languages
Competence
Mental effort
Language Acquisition
Language Tests
Acceso en línea:Citation/Abstract
Full Text
Full Text - PDF
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
Resumen:The Elicited Imitation Task (EIT) is a popular technique for efficiently measuring global proficiency in multiple languages, and accumulated evidence indicates high reliability and strong relationships with other proficiency measures. Nevertheless, several dimensions of EIT design remain open to investigation, including the assumption that a pause is required in between the aural stimulus and oral response, to ensure processing of the input and prevent so-called parroting. This study investigated the relationship between three poststimulus pause conditions, learners’ proficiency and working memory, and their EIT scores as well as their perceptions of task difficulty, mental effort, focus, and interest. Findings indicated no differences in performances or perceptions between the 0-second pause, 2-second pause, and 5-second pause conditions, and a weak relationship between EIT performance and working memory. Across all conditions, the EIT distinguished consistently among proficiency levels, correlated strongly with a criterion proficiency measure, and produced remarkably reliable scores.
ISSN:0272-2631
1470-1545
DOI:10.1017/S0272263122000274
Fuente:Psychology Collection