Hostname: page-component-76fb5796d-zzh7m Total loading time: 0 Render date: 2024-04-27T01:40:47.378Z Has data issue: false hasContentIssue false

Automatization in second language sentence processing: Relationship between elicited imitation and maze tasks*

Published online by Cambridge University Press:  16 August 2016

YUICHI SUZUKI*
Affiliation:
Faculty of Foreign Languages, Kanagawa University
MIDORI SUNADA
Affiliation:
Graduate School of Education, Tokyo Gakugei University
*
Address for correspondence: Yuichi Suzuki, Faculty of Foreign Languages, Kanagawa University, 3-27-1 Rokkakubashi, Kanagawa-ku, Yokohama-shi, Kanagawa 221–8686, Japanszky819@kanagawa-u.ac.jp

Abstract

The present study investigates the automatization of second language (L2) sentence processing. It compares the extent to which a mere speedup (faster execution) and restructuring (more stable execution) of sentence processing contribute to L2 oral performance. The maze task is used to measure the speed (reaction time, RT) and processing stability (coefficient of variance, CV) of sentence processing. The elicited imitation (EI) task measures L2 oral proficiency (repetition accuracy and accuracy in plural and third person s). These tasks were performed by 110 English-as-a-foreign-language learners with Japanese as their L1. The results show that only RT, not CV, significantly predicts L2 oral proficiency. Even though a subgroup of learners, who previously stayed in an English-speaking country, demonstrated some indications of automatization, RT was a better predictor of L2 oral proficiency than CV, irrespective of immersion experience. These findings suggest that CV has little practical value in predicting L2 oral proficiency.

Type
Research Article
Copyright
Copyright © Cambridge University Press 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

Supplementary material can be found online at http://dx.doi.org/10.1017/S1366728916000857

*

We would like to express our gratitude to Professors Yoshiki Takayama, Misato Usukura, and Tetsuo Baba for their generous cooperation in data collection. We are very grateful to Ms. Kanno for her assistance in data coding. We wish to thank the Associate Editor, Prof. Ludovica Serratrice, and the three anonymous reviewers for providing insightful and constructive feedback.

References

Akamatsu, N. (2008). The effects of training on automatization of word recognition in English as a foreign language. Applied Psycholinguistics, 29 (02), 175193. doi:10.1017/S0142716408080089 Google Scholar
Altmann, G., & Kamide, Y. (2007). The real-time mediation of visual attention by language and world knowledge: Linking anticipatory (and other) eye movements to linguistic processing. Journal of memory and language, 57 (4), 502518.Google Scholar
Anderson, J. R. (2015). Cognitive psychology and its implications (8th ed.). New York, NY: Worth Publishers.Google Scholar
Baddeley, A. D., Thomson, N., & Buchanan, M. (1975). Word length and the structure of short-term memory. Journal of verbal learning and verbal behavior, 14 (6), 575589.CrossRefGoogle Scholar
Chapelle, C. A., & Heift, T. (2009). Individual Learner Differences in CALL: The Field Independence/Dependence (FID) Construct. CALICO journal, 26 (2), 246266.Google Scholar
Cobb, T. (2002). Web Vocabprofile. Retrieved from http://www.lextutor.ca/vp/ Google Scholar
Cowan, N., Day, L., Saults, J. S., Keller, T. A., Johnson, T., & Flores, L. (1992). The role of verbal output time in the effects of word length on immediate memory. Journal of memory and language, 31 (1), 117.CrossRefGoogle Scholar
De Jong, N., & Perfetti, C. A. (2011). Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization. Language Learning, 61 (2), 533568.Google Scholar
De Jong, N., Steinel, M. P., Florijn, A., Schoonen, R., & Hulstijn, J. (2013). Linguistic skills and speaking fluency in a second language. Applied Psycholinguistics, 34 (5), 893916.Google Scholar
DeKeyser, R. M. (1997). Beyond Explicit Rule Learning. Studies in second language acquisition, 19 (2), 195221.Google Scholar
DeKeyser, R. M. (2007). Study abroad as foreign language practice. In DeKeyser, R. M. (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 208226). New York, NY: Cambridge Universtiy Press.Google Scholar
DeKeyser, R. M. (2015). Skill acquisition theory. In VanPatten, B. & Williams, J. (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 94112). New York, NY: Routledge.Google Scholar
DeKeyser, R. M., & Sokalski, K. J. (1996). The Differential Role of Comprehension and Production Practice. Language Learning, 46 (4), 613642. doi:10.1111/j.1467-1770.1996.tb01354.x Google Scholar
Ellis, R. (2009). Investigating Learning Difficulty in Terms of Implicit and Explicit Knowledge. In Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., & Reinders, H. (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 139142). Tonawanda, NY: Multilingual Matters.Google Scholar
Enkin, E. (2012). The maze task: Training methods for second language learning. Arizona Working Papers in SLA & Teaching, 19, 5681.Google Scholar
Enkin, E., & Forster, K. I. (2014). Examining the Training Effect of Using a Psycholinguistic Experimental Technique for Second Language Learning. Journal of Linguistics and Language Teaching, 5 (2), 161180.Google Scholar
Erlam, R. (2006). Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied linguistics, 27 (3), 464491.Google Scholar
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. (CEFR). New York: Cambridge University Press.Google Scholar
Forster, K. I., & Forster, J. C. (2003). DMDX: A Windows display program with millisecond accuracy. Behavior Research Methods, Instruments, & Computers, 35 (1), 116124.Google Scholar
Forster, K. I., Guerrera, C., & Elliot, L. (2009). The maze task: Measuring forced incremental sentence processing time. Behavior Research Methods, 41 (1), 163171.Google Scholar
Harrington, M. (2006). The lexical decision task as a measure of L2 lexical proficiency. EUROSLA Yearbook, 6 (1), 147168.Google Scholar
Hulstijn, J. H., Van Gelderen, A., & Schoonen, R. (2009). Automatization in second language acquisition: What does the coefficient of variation tell us? Applied Psycholinguistics, 30 (4), 555582.Google Scholar
Jensen, E. D., & Vinther, T. (2003). Exact Repetition as Input Enhancement in Second Language Acquisition. Language Learning, 53 (3), 373428. doi:10.1111/1467-9922.00230 Google Scholar
Kamide, Y., Scheepers, C., & Altmann, G. (2003). Integration of syntactic and semantic information in predictive processing: Cross-linguistic evidence from German and English. Journal of psycholinguistic research, 32 (1), 3755.Google Scholar
Koda, K. (2007). Reading and Language Learning: Crosslinguistic Constraints on Second Language Reading Development. Language Learning, 57 (s1), 144.Google Scholar
Kormos, J. (2006). Speech production and second language acquisition. New York: Routledge.Google Scholar
Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge, MA: The MIT Press.Google Scholar
Levelt, W. J. M. (1999). Producing spoken language: A blueprint of the speaker. In Brown, C. M. & Hagoort, P. (Eds.), The neurocognition of language (pp. 83122). Oxford, UK: Oxford University Press.Google Scholar
Lim, H., & Godfroid, A. (2015). Automatization in second language sentence processing: A partial, conceptual replication of Hulstijn, Van Gelderen, and Schoonen's 2009 study. Applied Psycholinguistics, 36 (5), 12471282. doi:10.1017/S0142716414000137 CrossRefGoogle Scholar
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah: NJ: Routledge.Google Scholar
McBride, K. (2011). The effect of rate of speech and distributed practice on the development of listening comprehension. Computer Assisted Language Learning, 24 (2), 131154.Google Scholar
McLaughlin, B. (1987). Theories of second-language learning. London: Routledge.Google Scholar
Ortega, L., Iwashita, N., Norris, J., & Rabie, S. (2002). An investigation of elicited imitation in crosslinguistic SLA research. Paper presented at the Conference handout from paper presented at the meeting of the Second Language Research Forum, Toronto, Canada.Google Scholar
Plonsky, L., & Oswald, F. L. (2014). How Big Is “Big”? Interpreting Effect Sizes in L2 Research. Language Learning, 64 (4), 878912. doi:10.1111/lang.12079 Google Scholar
Rodgers, D. M. (2011). The automatization of verbal morphology in instructed second language acquisition. IRAL-International Review of Applied Linguistics in Language Teaching, 49 (4), 295319.CrossRefGoogle Scholar
Rubin, D. B. (1977). Formalizing subjective notions about the effect of nonrespondents in sample surveys. Journal of the American Statistical Association, 72 (359), 538543.Google Scholar
Segalowitz, N. S. (2003). Automaticity and second languages. In Doughty, C. J. & Long, H. M. (Eds.), The handbook of second language acquisition (pp. 382408). Oxford: Blackwell Publishers.CrossRefGoogle Scholar
Segalowitz, N. S. (2010). Cognitive bases of second language fluency. NY: Taylor & Francis.Google Scholar
Segalowitz, N. S., & Freed, B. F. (2004). Context, contact, and cognition in oral fluency acquisition. Studies in second language acquisition, 26 (2), 173199.Google Scholar
Segalowitz, N. S., & Segalowitz, S. J. (1993). Skilled performance, practice, and the differentiation of speed-up from automatization effects: Evidence from second language word recognition. Applied Psycholinguistics, 14 (3), 369–369.Google Scholar
Segalowitz, N. S., Watson, V., & Segalowitz, S. J. (1995). Vocabulary skill: single-case assessment of automaticity of word recognition in a timed lexical decision task. Second Language Research, 11 (2), 121136. doi:10.1177/026765839501100204 Google Scholar
Segalowitz, S. J., Segalowitz, N. S., & Wood, A. G. (1998). Assessing the development of automaticity in second language word recognition. Applied Psycholinguistics, 19 (1), 5367.Google Scholar
Spada, N., Shiu, J. L.-J., & Tomita, Y. (2015). Validating an Elicited Imitation Task as a Measure of Implicit Knowledge: Comparisons With Other Validation Studies. Language Learning, 65 (3), 723751. doi:10.1111/lang.12129 Google Scholar
Suzuki, Y., & DeKeyser, R. M. (2015). Comparing Elicited Imitation and Word Monitoring as Measures of Implicit Knowledge. Language Learning, 65 (4), 860895. doi:10.1111/lang.12138 Google Scholar
Tracy-Ventura, N., McManus, K., Norris, J., & Ortega, L. (2014). ‘Repeat as much as you can’: Elicited imitation as a measure of oral proficiency in L2 French. In Leclercq, P., AEdmonds, A., & Hilton, H. (Eds.), Measuring L2 Proficiency: Perspectives from SLA. Bristol: Multilingual Matters (pp. 143166).Google Scholar
Witzel, N., Witzel, J., & Forster, K. I. (2012). Comparisons of Online Reading Paradigms: Eye Tracking, Moving-Window, and Maze. Journal of psycholinguistic research, 41 (2), 105128. doi:10.1007/s10936-011-9179-x Google Scholar
Wu, S. L., & Ortega, L. (2013). Measuring global oral proficiency in SLA research: A new elicited imitation test of L2 Chinese. Foreign Language Annals, 46 (4), 680704.Google Scholar
Yan, X., Maeda, Y., Lv, J., & Ginther, A. (2015). Elicited imitation as a measure of second language proficiency: A narrative review and meta-analysis. Language Testing, Online First.Google Scholar
Supplementary material: File

Suzuki and Sunada supplementary material

Appendix S1

Download Suzuki and Sunada supplementary material(File)
File 17.9 KB