Article2015

Validating an Elicited Imitation Task as a Measure of Implicit Knowledge: Comparisons With Other Validation Studies

Nina M. Spada · Julie Li‐Ju Shiu · Yasuyo Tomita

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Neurobiology of Language and Bilingualism

Abstract

This study builds on research investigating the construct validity of elicited imitation (EI) as a measure of implicit second language (L2) grammatical knowledge. It differs from previous studies in that the EI task focuses on a single grammatical feature and time on task is strictly controlled. Seventy‐three EFL learners and 20 native English speakers completed the EI and four other tests hypothesized as measures of implicit or explicit L2 knowledge. Factor analytic results indicated that learners’ EI scores loaded on the factor labeled implicit L2 knowledge, confirming previous findings. Results from other tests and methodological issues concerning EI design and use suggest that the construct validation of EI as a measure of implicit L2 grammatical knowledge awaits further investigation.

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References

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Cited by

2016Linguistic Proficiency Assessment in Second Language Acquisition Research: The Elicited Imitation Task 2021THE CONTRIBUTIONS OF IMPLICIT-STATISTICAL LEARNING APTITUDE TO IMPLICIT SECOND-LANGUAGE KNOWLEDGE 2018The measurement of implicit and explicit knowledge 2016A Measure of Proficiency or Short‐Term Memory? Validation of an Elicited Imitation Test for SLA Research 2021ELICITED IMITATION TASKS AS A MEASURE OF L2 PROFICIENCY 2016MEASURES OF IMPLICIT KNOWLEDGE REVISITED

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