Why, when, and how to Replicate Research

Abbuhl, Rebekha

doi:10.1002/9781444347340.ch15

Cited by 20 publications

(15 citation statements)

References 47 publications

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“…Since in the first native speaker group prototype sentences significantly differed from new sentences only at the sentence group level (Table 6), the inclusion of this second group of native speakers should offer two benefits. First, research replication confirms confidence in the results and the validity of an original study (Abbuhl, 2011), which in this case is the first study that investigated prototype effects of English transitive semantics in adult native English speakers. Second, results from this second group may shed light on any methodological issues that may have contributed to the differences between the results from the native speakers in Experiment I and the results from adult native speakers in the original study, in which the scores for prototype sentences as a group and the scores for each individual prototype sentence differed significantly from the scores for new sentences.…”

Section: Resultssupporting

confidence: 70%

Prototype effects in first and second language learners: The case of English transitive semantics

Supasiraprapa

2017

Bilingualism

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According to usage-based approaches to language acquisition, linguistic constructions should display prototype effects, or graded category membership (e.g., Bybee, 2010). Using the prototype-plus-distortion methodology (Franks & Bransford, 1971), Ibbotson, Theakston, Lieven, and Tomasello (2012) have provided evidence for prototype effects in adult native English speakers, who had false-positive recognition of sentences with prototypical transitive semantics as having been previously encountered after being exposed to non-prototypical transitive semantics. In the current study, I adopted this methodology and investigated whether the effects can be replicated and additionally observed from English-as-a-second-language (ESL) learners. Results from two groups of adult native English speakers (N=20 and N=21), each exposed to a different stimuli set, suggested some, but not strong, effects and revealed the complexity of the use of this methodology with linguistic materials. Moreover, no effects were observed from advanced adult ESL learners (N=22), suggesting possible differences between first and second transitive semantic representations.

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Section: Resultssupporting

confidence: 70%

Prototype effects in first and second language learners: The case of English transitive semantics

Supasiraprapa

2017

Bilingualism

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“…A number of researchers (e.g., Abbuhl, ; Porte, ) have pointed out that there has been a dearth of replication studies in language‐related fields, including second language writing. Some researchers (e.g., Porte and Richards, ) have contended that the relative lack of replication studies stems from the perception of replication research as “lower prestige.” Results of the current study suggest otherwise.…”

Section: Resultsmentioning

confidence: 99%

Replication in L2 Writing Research: Journal of Second Language Writing Authors’ Perceptions

Matsuda

2016

TESOL Quarterly

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“…Following the approximate replication paradigm, the study has the same purpose as the original study with a very similar design and will thus contribute to the self-correcting nature of scientific inquiry (Abbuhl 2011;Porte 2015). Therefore, in accordance with , the main purpose of the present study was to explore the effects of written text on EFL learners' perceived listening difficulty, their comprehension of spoken English and the development of their listening abilities.…”

Section: Dual Coding Theorymentioning

confidence: 99%

The effect of written text on comprehension of spoken English as a foreign language: A replication study

Wang

Tragant

2019

International Review of Applied Linguistics in Language Teaching

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The use of written text has been acclaimed to enhance L2 listening comprehension, yet some argue that using written text does not effectively prepare learners to listen in real situations. Thus, the study was conducted to explore the effect of written text on learners’ perceived difficulty, listening comprehension and learning to listen through replicating the research by Diao, Chandler & Sweller (2007. The effect of written text on comprehension of spoken English as a foreign language. The American Journal of Psychology 237–261). Participants were 101 low-proficient English learners who were divided into three groups: listening with subtitles, listening with a full script and listening only. Each group first listened to a passage in their respective mode, then all three groups listened to another passage in the listening-only mode. Participants rated their perceived difficulty and completed a free recall task after each listening. Results suggest that the difficulty of written text should be tuned with learners’ proficiency level so that they can benefit from the presence of written text in listening.

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Why, when, and how to Replicate Research

Cited by 20 publications

References 47 publications

Prototype effects in first and second language learners: The case of English transitive semantics

Prototype effects in first and second language learners: The case of English transitive semantics

Replication in L2 Writing Research: Journal of Second Language Writing Authors’ Perceptions

The effect of written text on comprehension of spoken English as a foreign language: A replication study

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