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dc.contributor.authorGodfroid, A.
dc.contributor.authorLoewen, S.
dc.contributor.authorJung, S.
dc.contributor.authorPark, J.
dc.contributor.authorGass, S.
dc.contributor.authorEllis, Rod
dc.date.accessioned2017-07-27T05:22:26Z
dc.date.available2017-07-27T05:22:26Z
dc.date.created2017-07-26T11:11:28Z
dc.date.issued2015
dc.identifier.citationGodfroid, A. and Loewen, S. and Jung, S. and Park, J. and Gass, S. and Ellis, R. 2015. Timed and untimed grammaticality judgments measure distinct types of knowledge: Evidence from eye-movement patterns, pp. 269-297.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/54863
dc.identifier.doi10.1017/S0272263114000850
dc.description.abstract

Copyright © 2015 Cambridge University Press. Grammaticality judgment tests (GJTs) have been used to elicit data reflecting second language (L2) speakers' knowledge of L2 grammar. However, the exact constructs measured by GJTs, whether primarily implicit or explicit knowledge, are disputed and have been argued to differ depending on test-related variables (i.e., time pressure and item grammaticality). Using eye-tracking, this study replicates the GJT results in R. Ellis (2005). Twenty native and 40 nonnative English speakers judged sentences with and without time pressure. Analyses revealed that time pressure suppressed regressions (right-to-left eye movements) in nonnative speakers only. Conversely, both groups regressed more on untimed, grammatical items. These findings suggest that timed and untimed GJTs measure different constructs, which could correspond to implicit and explicit knowledge, respectively. In particular, they point to a difference in the levels of automat ic and controlled processing involved in responding to the timed and untimed tests. Furthermore, untimed grammatical items may induce GJT-specific task effects.

dc.titleTimed and untimed grammaticality judgments measure distinct types of knowledge: Evidence from eye-movement patterns
dc.typeConference Paper
dcterms.source.volume37
dcterms.source.startPage269
dcterms.source.endPage297
dcterms.source.issn0272-2631
dcterms.source.titleStudies in Second Language Acquisition
dcterms.source.seriesStudies in Second Language Acquisition
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available


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