Home Linguistics & Semiotics Chapter 6. Elicited imitation as a diagnostic tool of morpho-syntactic processing
Chapter
Licensed
Unlicensed Requires Authentication

Chapter 6. Elicited imitation as a diagnostic tool of morpho-syntactic processing

  • Jacopo Saturno
View more publications by John Benjamins Publishing Company
Search
Teachability and Learnability across Languages
This chapter is in the book Teachability and Learnability across Languages

Abstract

This chapter evaluates the Elicited Imitation (EI) test as a tool to assess learners’ morpho-syntactic processing abilities. Within the VILLA project, the treatment of the nominative/accusative opposition by 17 Italian L1 initial learners of Polish L2 is observed on the one hand in an EI test paired with a comprehension test and on the other hand in free production. The EI test regularly elicits more accurate output than free production. We argue that this is not because learners simply repeat strings of sounds with no underlying processing but because of the lower communicative pressure exerted by the structured task. Although EI is not equivalent to spontaneous production, it may well represent a good compromise between ecological validity and practicality.

Abstract

This chapter evaluates the Elicited Imitation (EI) test as a tool to assess learners’ morpho-syntactic processing abilities. Within the VILLA project, the treatment of the nominative/accusative opposition by 17 Italian L1 initial learners of Polish L2 is observed on the one hand in an EI test paired with a comprehension test and on the other hand in free production. The EI test regularly elicits more accurate output than free production. We argue that this is not because learners simply repeat strings of sounds with no underlying processing but because of the lower communicative pressure exerted by the structured task. Although EI is not equivalent to spontaneous production, it may well represent a good compromise between ecological validity and practicality.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction 1
  4. Part I. Teachability and learnability
  5. Chapter 1. Research timeline. The role of instruction 9
  6. Chapter 2. How much English do children know before they are exposed to instruction? 27
  7. Chapter 3. Morpho-syntactic development in the input 51
  8. Chapter 4. Are speech and writing teachable? 71
  9. Part II. Methods and assessment
  10. Chapter 5. The elicitation of oral language production data 97
  11. Chapter 6. Elicited imitation as a diagnostic tool of morpho-syntactic processing 119
  12. Chapter 7. Grammatical accuracy and complexity in a speaking proficiency test 137
  13. Part III. Cross-linguistic aspects of SLA
  14. Chapter 8. Acquisition of nominal morphology in Norwegian L2 163
  15. Chapter 9. Interlingual versus intralingual tendencies in second language acquisition 183
  16. Chapter 10. The acquisition of Turkish (genitive-)possessive structures by adult Norwegian learners 205
  17. Closing chapter
  18. Chapter 11. Heritage language development and the promise of Processability Theory 237
  19. Index 261
https://doi.org/10.1075/palart.6.06sat

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction 1
  4. Part I. Teachability and learnability
  5. Chapter 1. Research timeline. The role of instruction 9
  6. Chapter 2. How much English do children know before they are exposed to instruction? 27
  7. Chapter 3. Morpho-syntactic development in the input 51
  8. Chapter 4. Are speech and writing teachable? 71
  9. Part II. Methods and assessment
  10. Chapter 5. The elicitation of oral language production data 97
  11. Chapter 6. Elicited imitation as a diagnostic tool of morpho-syntactic processing 119
  12. Chapter 7. Grammatical accuracy and complexity in a speaking proficiency test 137
  13. Part III. Cross-linguistic aspects of SLA
  14. Chapter 8. Acquisition of nominal morphology in Norwegian L2 163
  15. Chapter 9. Interlingual versus intralingual tendencies in second language acquisition 183
  16. Chapter 10. The acquisition of Turkish (genitive-)possessive structures by adult Norwegian learners 205
  17. Closing chapter
  18. Chapter 11. Heritage language development and the promise of Processability Theory 237
  19. Index 261
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 19.9.2025 from https://www.degruyterbrill.com/document/doi/10.1075/palart.6.06sat/html
Scroll to top button