The relationship between poststimulus pause, learner proficiency, and working memory in an Elicited Imitation Task
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| Yayımlandı: | Studies in Second Language Acquisition vol. 45, no. 5 (Dec 2023), p. 1370 |
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| Diğer Yazarlar: | , |
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Cambridge University Press
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| Online Erişim: | Citation/Abstract Full Text Full Text - PDF |
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| 100 | 1 | |a Norris, John M |u Educational Testing Service (ETS) Japan, Tokyo, Japan | |
| 245 | 1 | |a The relationship between poststimulus pause, learner proficiency, and working memory in an Elicited Imitation Task | |
| 260 | |b Cambridge University Press |c Dec 2023 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Design optimization | ||
| 653 | |a Cognitive load | ||
| 653 | |a Perceptions | ||
| 653 | |a Language proficiency | ||
| 653 | |a Short term memory | ||
| 653 | |a Memory | ||
| 653 | |a Imitation | ||
| 653 | |a Pauses | ||
| 653 | |a Reliability | ||
| 653 | |a Stimulus | ||
| 653 | |a Languages | ||
| 653 | |a Competence | ||
| 653 | |a Mental effort | ||
| 653 | |a Language Acquisition | ||
| 653 | |a Language Tests | ||
| 700 | 1 | |a Sasayama, Shoko |u Waseda University, Tokyo, Japan | |
| 700 | 1 | |a Kim, Michelle |u Educational Testing Service (ETS), Princeton, NJ, USA | |
| 773 | 0 | |t Studies in Second Language Acquisition |g vol. 45, no. 5 (Dec 2023), p. 1370 | |
| 786 | 0 | |d ProQuest |t Psychology Collection | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/2892274710/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/2892274710/fulltext/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/2892274710/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |