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ERIC Number: EJ867876
Record Type: Journal
Publication Date: 2009-Jun
Pages: 6
Abstractor: ERIC
Reference Count: 12
ISBN: N/A
ISSN: ISSN-0039-8322
Elicited Imitation: Toward Valid Procedures to Measure Implicit Second Language Grammatical Knowledge
Tomita, Yasuyo; Suzuki, Wataru; Jessop, Lorena
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v43 n2 p345-350 Jun 2009
In second language acquisition (SLA) research, two types of second language (L2) knowledge, explicit and implicit, have been discussed for almost three decades. Although many SLA researchers agree that L2 instruction should give priority to implicit knowledge, researchers have not agreed on what type of test (e.g., oral narrative test and timed grammaticality judgment test) actually assesses these constructs of L2 implicit knowledge. According to Ellis (2005), some important constructs of implicit knowledge include (a) response according to feel rather than declarative rules, (b) spontaneity rather than planned behavior, and (c) a primary focus on meaning before forms. Ellis and his colleagues have recently attempted to develop elicited imitation (EI) as a measure of L2 implicit knowledge (e.g., Ellis, 2005, 2006; Ellis, Loewen, & Erlam, 2006; Erlam, 2006). In this article, the authors provide an instrument that can be used by SLA researchers who wish to use EI to measure the implicit grammatical knowledge of adult L2 learners. The primary purpose of this instrument is to allow researchers to systematically reflect on their proposed EI research. First, the authors define EI, and then they provide suggestions to SLA researchers who wish to use their instrument. (Contains 5 footnotes.)
Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A