Investigating Elicited Imitation Task as a Proficiency Measurement Tool for Spanish Learners

Resulting Publications:

Solon, M., Park, H., Henderson, C., & Dehghan-Chaleshtori, M. (2019). Revisiting the Spanish elicited imitation task: A tool for assessing advanced language learners? Studies in Second Language Acquisition, 1-27. DOI: https://doi.org/10.1017/S0272263119000342

Solon, M., Park, H., Dehghan-Chaleshtori, M., Carver, C. & Long, A. (2022). Exploring an Elicited Imitation Task as a Measure of Heritage Language Proficiency. Studies in Second Language Acquisition.DOI: https://doi.org/10.1017/S0272263121000905

Summary of the Work:

Revisiting the Spanish Elicited Imitation Task, a Tool for Assessing Advanced Language Learners?:

In this study, me and my colleagues looked at whether an Elicited Imitation Task (EIT) could accurately measure language skills in advanced learners of Spanish. Previous research mostly focused on beginner or intermediate learners, so this study aimed to understand if the same test works well for advanced learners. We found that the current version of the EIT might not be able to distinguish between different levels of proficiency, especially at higher levels. By adding more challenging questions to the test, we found it could better differentiate between advanced learners. This suggests that making the test harder could help measure language skills more accurately in advanced learners. Overall, this study suggests ways to improve the EIT for assessing advanced language learners.

Exploring an Elicited Imitation Task as a Measure of Heritage Language Proficiency:

In this study, we looked at how well a specific test, called an elicited imitation task (EIT), measures language skills in people who grew up speaking a language but might not use it regularly, like heritage Spanish speakers in the United States. We used a 30-question EIT to see how good it was at measuring Spanish language skills. We found that while the test was reliable, many of the questions were too easy for the participants. Some questions worked differently for heritage language speakers compared to people who learned Spanish as a second language. Although scores on the EIT were similar to scores on another Spanish proficiency test, they might measure different things. Overall, our study shows that the EIT can be useful for studying heritage language learners, but more research is needed to understand its limitations.

Significance of the Work:

This project is important because it addresses critical gaps in our understanding of how to effectively measure language proficiency, particularly among heritage language learners and advanced language learners. By examining the validity and reliability of elicited imitation tasks (EITs), the research contributes to the development of more accurate and comprehensive assessment tools for evaluating language skills. This is crucial for educators and policymakers seeking to support language learners' academic success and linguistic development.