"HYVAT, PAHAT JA TARKAT": Mita Kielenoppijoiden kieliopillista hyvaksyttavyytta koskevat arviot ja niiden nopeus kertovat heidan kielitaidostaan (Speed and Accuracy of Grammatical Acceptability Judgments in the First and Second Language).

Autor/in	Alanen, Riika
Titel	"HYVAT, PAHAT JA TARKAT": Mita Kielenoppijoiden kieliopillista hyvaksyttavyytta koskevat arviot ja niiden nopeus kertovat heidan kielitaidostaan (Speed and Accuracy of Grammatical Acceptability Judgments in the First and Second Language).
Quelle	(1998), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	finnisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; English (Second Language); Finnish; Foreign Countries; Grammar; Grammatical Acceptability; Higher Education; Language Proficiency; Language Research; Metalinguistics; Second Language Learning; Uncommonly Taught Languages + Suchen Sie Ihr Suchwort? Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Grammatik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Language skills; Sprachkompetenz; Sprachforschung; Metalanguage; Metasprache; Zweitsprachenerwerb; Minderheitensprache
Abstract	Grammaticality judgments are a metalinguistic task type frequently used in second language research. With the addition of response time measurement, often called reaction time measurement, a measure of metalinguistic performance is achieved that can be used to investigate the degree of automatization of linguistic knowledge in language users. This study examined the speed and accuracy of grammatical acceptability judgments of English second language (L2) and Finnish first language (L1) sentences by university students of English (n=66), and the relationship of these judgments to English proficiency and foreign language communicative anxiety. After cluster analysis the students were divided into four groups: those who had a high English proficiency, those who were accurate, or slow in their English judgments, and those who had a lower English proficiency and who were also inaccurate in their judgments. It is suggested that one reason for the systematic differences in performance could be students' language learning history, as revealed in the background questionnaire, which might have led them to structure their language proficiency differently. It also seems that students may have differences in the language-independent ability to solve metalinguistic problems such as these. (Author/VWL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01