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Grammaticality Judgment Task: Reliability and Scope
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.17 No.2 (2020.06)바로가기
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- 페이지
- pp.349-362
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A377365
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원문정보
초록
- 영어
- Although extensively used, concerns have been expressed about the reliability and generalizability of grammaticality judgment tasks (GJTs; Alanazi, 2015). It has been argued that learners might guess grammaticality based on feel (Bialystock, 1979) and that the GJT-based results ignore grammatical complexity (Ellis, 1991). While several studies have attempted to validate the results of a GJT against other tasks, the tasks used in these studies required language production (e.g., Leow, 1996; Mandell, 1999), which is different from error identification and correction. The current study used an editing task (ET) to validate learners’ performance on a GJT. An editing task, like a GJT, requires identification of grammatical inaccuracies. Besides, it situates errors in a meaningful context and offers opportunities for multiple corrections of the same error. Overall, 311 participants took part in the study. A paired sample t-test showed a significant difference (t = 24.10, p = .00, d = 1.91) between the two tasks. Fifteen percent of the data (45 participants) was further inspected to have a better understanding of learners’ error correction-pattern on the editing task. The results revealed that about 20% of the errors identified were wrongly corrected, which exposes limitations of the GJTs that only require judging the well-formedness of a construction. Moreover, performance on the editing task revealed a greater level of diversity in learners’ responses. On average, eight of the total twelve grammatical features were corrected in 5.87 (SD = 2.47) different ways. The variety of responses on the ET reveals the dynamic nature of learners’ interlanguage that allows for multiple ways for correction. The ET, as compared to the GJT, provides an ecologically more valid way to assess L2 learners’ grammatical proficiency.
목차
Abstract
Introduction
Literature Review
Reliability
GJTs: Test-retest Design
GJTs: Comparison Design
GJTs: Scope
The Current Study
Methods
Research questions
Participants
Background Questionnaire
Grammaticality Judgment Task
Editing Task
Procedures
Analysis
Results
Discussion
Future Directions
Conclusions
References
키워드
grammaticality judgment tasks reliability scope저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.17 No.2
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