The Use of Elicited Imitation in Second Language Acquisition Research. Working Papers on Bilingualism, No. 2.

Autor/in	Naiman, Neil
Institution	Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project.
Titel	The Use of Elicited Imitation in Second Language Acquisition Research. Working Papers on Bilingualism, No. 2.
Quelle	(1974), (38 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bilingualism; Child Language; Cognitive Processes; Comprehension; Elementary School Students; English; Error Analysis (Language); French; Imitation; Immersion Programs; Language Instruction; Language Proficiency; Language Research; Language Skills; Learning Processes; Linguistic Performance; Psycholinguistics; Research Methodology; Second Language Learning + Suchen Sie Ihr Suchwort? Bilingualismus; 'Children''s language'; Kindersprache; Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; English language; Englisch; Error analysis; Language; Fehleranalyse; Französisch; Immersionsprogramm; Language skill; Language skills; Sprachkompetenz; Sprachforschung; Learning process; Lernprozess; Psycholinguistik; Research method; Forschungsmethode; Zweitsprachenerwerb
Abstract	This paper reports on a study undertaken to investigate the relationship between elicited imitation data and comprehension data, as measured by a picture-identification task and a second language (L2) to first language (L1) translation task, and between elicited imitation data and production data, as measured by a spontaneous production task and an L1 to L2 translation task. The subjects were native English-speaking children attending a French immersion program in grades 1 and 2. Generally speaking, the results suggest that elicited imitation data represent a conservative estimate of second language comprehension skills and a non-conservative estimate of second language production skills. Differences in performance between good learners and poor learners on the tasks are unaccounted for on the basis of sex, age, or exposure to the second language. The errors made by the children are categorized and discussed within Selinker's (1972) interlanguage framework. A model which allows for the interpretation of elicited imitation data is presented, and it is noted that accurate interpretation of these data are dependent upon the location in the model sentence of the syntactic structure being investigated, the number of test items employed, and the length of the model sentence. (Author/CLK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC