Well-formed vs. ill-formed strings in L2 metalingual tasks: specifying features of grammaticality judgements

Hedgcock, John S.

doi:10.1177/026765839300900101

Cited by 30 publications

(16 citation statements)

References 42 publications

(98 reference statements)

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“…It is also possible that learners draw differentially on their implicit/explicit knowledge depending on whether the strings they are judging are grammatical or ungrammatical. Hedgcock (1993) considers this issue in some detail. He comments:…”

Section: Grammaticality Judgment Testsmentioning

confidence: 99%

The Definition and Measurement of L2 Explicit Knowledge

2004

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A number of theories of second language (L2) acquisition acknowledge a role for explicit L2 knowledge. However, the testing of these theories remains problematic because of the lack of a widely accepted means for measuring L2 explicit knowledge. This article seeks to address this lacuna by examining L2 explicit knowledge from two perspectives. First, it considers explicit knowledge as a construct. How can explicit knowledge be defined? How does it differ from other constructs such as L2 proficiency and language aptitude? Second, the article considers how L2 explicit knowledge can be measured. It critically reviews some of the ways in which explicit knowledge has been operationalized in second language acquisition research and discusses some of the instruments that have been used to measure L2 explicit knowledge. It concludes with some guidelines for investigating explicit knowledge as analyzed knowledge and as metalanguage.I would like to thank Catherine Elder and Alan Davies for their helpful comments on an earlier version of this article. I also appreciated the constructive reports from four anonymous reviewers.

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Section: Grammaticality Judgment Testsmentioning

confidence: 99%

The Definition and Measurement of L2 Explicit Knowledge

2004

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“…1 Some researchers have suggested that children who are not yet in the concrete operational stage of cognitive development are incapable 36 The effect of modality on a grammaticality judgement task 1 The scope of this article does not allow for further discussion of the appropriateness of using GJ tasks in general, or with regards to children's judgements. The interested reader is referred to Hedgcock (1993) for a more detailed discussion of GJ tasks and McDaniel and Cairns (1990) for a more detailed discussion of the use of children's judgements. of producing reliable and valid metalinguistic judgements (e.g., de Villiers and de Villiers, 1972) but most researchers agree that UG guides L1 acquisition.…”

Section: Second Language Acquisitionmentioning

confidence: 99%

The effect of modality on a grammaticality judgement task

Murphy

1997

Second Language Research

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Typical experiments investigating the accessibility and/or role of principles of Universal Grammar (UG) in adult second language acquisition (SLA) use a written grammaticality judgement (GJ) task to infer knowledge of principles of UG. This investigation examined whether subjects would judge sentences differently in the aural modality from the visual. It was hypothesized that subjects in the aural condition would be less accurate and slower at judging sentences than subjects in the visual condition. Four language groups were tested: ESL (English second language), FSL (French second language), L1.E (English first language) and L1.F (French first language). Subjects were assigned to either an aural or a visual condition. The target sentences presented to the subjects were declarative sentences involving embedded questions, as well as ungrammatical wh-questions which violated Subjacency. The presentation times for all sentences were matched across conditions. Accuracy and reaction time to grammaticality judgement were measured. The hypothesis that subjects would be slower and less accurate in the aural condition than the visual one was supported. Furthermore, subjects were less accurate and slower to judge violations of Subjacency than other sentences, in both modalities. The detrimental effects of the auditory task on judgements were most pronounced for the L2 learners. These results are discussed in the context of the informativeness and validity of outcomes derived from GJ tasks, and the ways in which they are presented.

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“…Birdsong 1989, Cowart 1997, Gass 1994, Hedgcock 1993, Schütze 1996, Sorace 1996, Tarone, Gass and Cohen 1994. For instance, Schütze (1996) demonstrates how a variety of taskrelated factors, from procedural factors (e.g.…”

Section: Discussionmentioning

confidence: 99%

Verb movement in the L2 acquisition of English by adult native speakers of French

Ayoun

2005

EUROSLA

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This study investigates the acquisition of English verb movement phenomena by two groups of adult French native speakers: a group of high school students and a group of university students. A group of English native speakers served as controls. Participants were administered a written questionnaire composed of a controlled production task, a grammaticality judgment task, and a preference/grammaticality judgment task, to test acquisition of the syntactic properties associated with the verb movement parameter (Pollock 1989(Pollock , 1997. Instead of substantiating the anecdotal evidence that suggests that adverb placement errors persist into very advanced stages of English L2 acquisition, the present data support the successful acquisition of English adverb placement by French native speakers. It is argued that the advanced group has acquired the appropriate L2 parametric value as measured by the controlled production task; while results on the other two tasks are explained by performance effects.

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Well-formed vs. ill-formed strings in L2 metalingual tasks: specifying features of grammaticality judgements

Cited by 30 publications

References 42 publications

The Definition and Measurement of L2 Explicit Knowledge

The Definition and Measurement of L2 Explicit Knowledge

The effect of modality on a grammaticality judgement task

Verb movement in the L2 acquisition of English by adult native speakers of French

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