Elicited Imitation Tasks as a Measure of L2 Proficiency

Kostromitina, Maria; Plonsky, Luke

doi:10.1017/s0272263121000395

Cited by 33 publications

(16 citation statements)

References 85 publications

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“…In addition, the Listen and Repeat task provides evidence of an underlying ability for online (immediate) language processing, simultaneously engaging the formulation, articulation, and self‐monitoring steps of the speech production process (Levelt, 1989). Research also supports the use of the Listen and Repeat task (also known as elicited imitation ) as a measure of global oral language ability (Davis & Norris, 2021; Kostromitina & Plonsky, 2021), and strong performance should be predictive of advanced speaking ability as defined in the CLB.…”

Section: Construct Congruence Studymentioning

confidence: 74%

Mapping TOEFL® Essentials™ Test Scores to the Canadian Language Benchmarks

Papageorgiou

Davis

Ohta

et al. 2022

ETS Research Report Series

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In this research report, we describe a study to map the scores of the TOEFL ® Essentials ™ test to the Canadian Language Benchmarks (CLB). The TOEFL Essentials test is a four-skills assessment of foundational English language skills and communication abilities in academic and general (daily life) contexts. At the time of writing this report, the test was the most recent addition to the TOEFL ® Family of Assessments. TOEFL Essentials test scores are intended to provide academic programs and other users with reliable information regarding the test taker's ability to understand and use English. Mapping of scores to widely used language frameworks such as the CLB provides additional support for interpreting test results and for making inferences regarding test-taker abilities. The score mapping process consisted of the following steps, as recommended in the literature: (a) establishing construct congruence between the test content and the performance descriptors of the CLB; (b) establishing recommended minimum test scores (cut scores) required to classify language learners into CLB levels, based on the judgments of local experts; and (c) providing evidence of procedural, internal, and external validation of the recommended cut scores.

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Section: Construct Congruence Studymentioning

confidence: 74%

Mapping TOEFL® Essentials™ Test Scores to the Canadian Language Benchmarks

Papageorgiou

Davis

Ohta

et al. 2022

ETS Research Report Series

View full text Add to dashboard Cite

show abstract

“…EIT, validated in several previous studies (e.g., Ellis, 2005; Erlam, 2006; Gaillard & Tremblay, 2016; Wu & Ortega, 2013), allows researchers to examine not only the speakers’ mastery of the L2 ability but their procedural knowledge in their L2 speaking. A recent meta-analysis of studies investigating the use of EIT as a measure of proficiency confirms that EITs are “a fairly dependable measure of L2 proficiency” (Kostromitina & Plonsky, 2021, p. 18). Other researchers argue that since completing EIT relies on fast language processing and producing speech in real time, using EIT is suited to measuring procedural oral language ability and degree of automaticity in their speech (Suzuki & DeKeyser, 2015).…”

Section: Methodsmentioning

confidence: 97%

The effects of proficiency level and dual-task condition on L2 self-monitoring behavior

Albarqi

Tavakoli

2022

Stud Second Lang Acquis

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The current study examined the effects of task condition (TC; single vs. dual) and proficiency level (PL) on self-monitoring of second language (L2) speakers. Data were collected from sixty-six female L2 learners of English performing two speaking tasks under two task conditions. While performance in the single-task condition involved only narrating a picture-based oral narrative, the dual-task condition involved performing the same oral narrative as well as a secondary task. Factor analysis, MANOVA, and two-way ANOVAs were used to examine the effects of PL and TC on a range of self-monitoring measures. The results indicated that the higher proficiency learners made significantly fewer filled pauses, repetitions, and hesitations, and a higher ratio of error correction and error-free clauses than the lower proficiency learners. These results suggest that with the development of proficiency L2 learners’ performance becomes more fluent, and a more active and effective monitoring process seems to be at work. Compared to the single-task condition, performance in the dual-task condition led to significantly more repetitions implying the increased demand of TC triggers more dysfluency. These results are discussed in relation to the L1 monitoring models.

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“…The LANGSNAP team assessed overall proficiency in French or Spanish at the outset of the project using an elicited imitation (EI) task, a type of task that has been used widely in L2 acquisition research to assess proficiency (see Kostromitina & Plonsky, 2021, for a meta‐analysis). The participants heard 30 sentences in the target language and were required to repeat them aloud (see Tracy‐Ventura et al., 2014; Ortega, 2000).…”

Section: Methodsmentioning

confidence: 99%

Phraseological Use and Development During a Stay Abroad: Exploring Sensitivity to Frequency and Cue Contingency

Edmonds¹,

Gudmestad

2022

Language Learning

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Usage-based approaches to additional-language acquisition have identified numerous determinants of language learning, two of which were the focus of our study: frequency and cue contingency. Specifically, we examined how an immersion experience may impact sensitivity to these two determinants as reflected in the production of 4,808 pairs of nouns (N) and adjectives (ADJ) by 50 anglophone learners of Spanish and French. We analyzed the use of N/ADJ combinations using mixed linear regressions for frequency and two measures of delta P, a unidirectional measure of lexical association strength reflecting cue contingency. In all three models, we explored the impact of time and four additional variables: task, initial proficiency, target language, and phraseological unit. Our analysis revealed stasis over time. Additionally, our analysis revealed phraseological unit, task, and target language each to be significant in at least one model; initial proficiency did not contribute to significantly predicting phraseological use.

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Elicited Imitation Tasks as a Measure of L2 Proficiency

Cited by 33 publications

References 85 publications

Mapping TOEFL® Essentials™ Test Scores to the Canadian Language Benchmarks

Mapping TOEFL® Essentials™ Test Scores to the Canadian Language Benchmarks

The effects of proficiency level and dual-task condition on L2 self-monitoring behavior

Phraseological Use and Development During a Stay Abroad: Exploring Sensitivity to Frequency and Cue Contingency

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