实验室和网络诱导模仿的比较:从显性-隐性 L2 语法知识和 L2 熟练程度中获得启示

IF 4.2 1区 文学 Q1 LINGUISTICS
Kathy Minhye Kim, Xiaoyi Liu, Daniel R. Isbell, Xiaobin Chen
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引用次数: 0

摘要

诱导模仿(EI)任务是测量第二语言(L2)知识和技能的实用工具。在本研究中,我们实施了一项基于网络的 EI 任务,用于测量英语形态句法知识,并将其测量特性与传统的实验室 EI 进行了比较。149名第二语言英语学习者参与了基于网络的EI任务,151名参与者完成了基于实验室的传统EI任务。相关性分析表明,英语水平与两个 EI 版本之间存在显著的可比关系,非语法项目的一致性较低,但既没有提高也没有降低 EI 的整体效果。因子分析证实了网络编程英语能力测验的有效性,两个版本的英语能力测验与有时间压力的隐性知识和无时间压力的显性知识测量之间的关系相似。我们的研究结果表明,利用基于网络的 EI 替代基于实验室的任务,可以实现更大规模、更多样化的抽样调查。最后,我们提出了对未来网络EI任务用户的启示,并提供了定制网络EI使用的编码指南。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A comparison of Lab- and Web-based elicited imitation: Insights from explicit-implicit L2 grammar knowledge and L2 proficiency
Elicited imitation (EI) tasks are a practical tool for measuring second language (L2) knowledge and skills. In this study, we implemented a web-based EI task that measures English morphosyntactic knowledge and compared its measurement properties to a traditional laboratory-based EI. A cohort of 149 L2 English learners engaged in the web-based EI task, and 151 participants completed a traditional lab-based EI counterpart. Correlation analyses revealed a significant, comparable relationship between English proficiency and the two EI versions, with the ungrammatical items showing less consistency that neither improved nor harmed the overall EI effectiveness. Factor analyses corroborated the validity of web-programmed EI, with both EI versions relating similarly to time-pressured, implicit knowledge and untimed, explicit knowledge measures. Our results suggest the potential for utilizing web-based EI to substitute lab-based tasks, enabling larger-scale, more diverse sampling. We end with implications for future web-based EI task users and include a coding guideline for customized web-based EI use.
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来源期刊
CiteScore
8.00
自引率
9.80%
发文量
52
期刊介绍: Studies in Second Language Acquisition is a refereed journal of international scope devoted to the scientific discussion of acquisition or use of non-native and heritage languages. Each volume (five issues) contains research articles of either a quantitative, qualitative, or mixed-methods nature in addition to essays on current theoretical matters. Other rubrics include shorter articles such as Replication Studies, Critical Commentaries, and Research Reports.
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