Naslov
Development of Italian and Croatian self-paced listening task of verbal morphology

Autori
Hržica, Gordana ; Roch, Maja

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo

Skup
5th International Conference on Foreign Language Teaching and Applied Linguistics (FLTAL)

Mjesto i datum
Sarajevo, Bosna i Hercegovina, 07.05.2015. - 09.05.2015

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
language assessment; bilingualism; online language tasks; self paced listening task

Sažetak
The majority of studies investigating language comprehension have used off-line experiments, for example, a picture-matching task in which a speaker hears a sentence and has to choose the appropriate picture. Marinis (2010) states that in such tasks speaker has time to think about the stimuli so the answer, provided after the linguistic stimuli has been processed, is controlled. On-line tasks (OLT), on the other hand, target the implicit language knowledge by measuring automatic reactions at the moment of processing. Self-paced listening task is an OLT presented on the computer or tablet. Participant controls the speed of the text that she/he listens by using buttons or touch screen to hear the next word or a phrase. The exact time of each press is recorder by a reaction-time (RT) software such as E-prime. The task is based on the assumption that RT correlates with processing demands of the word/phrase. Longer times reflect processing difficulties such as ones related to ungrammaticality or any kind of violation of the sentence (Marinis 2010). Verbal morphology tasks for Croatian and Italian were designed to measure processing of three types of stimuli: 1. correct verb forms, 2. ungrammatical verb forms in accordance with more general verb forming rule (such overregularised forms are typical for language acquisition process – e.g. Hrzica, 2012), 3. ungrammatical verb forms in accordance with less general verb forming rule. Since it requires higher level of language knowledge to detect errors of type 2, less competent speaker would need less time to press the button after type 2 stimuli. They would not recognize the erroneous form and would treat it as a correct one resulting in faster RT. More competent speaker would show higher RT to type 2 stimuli because the error would be recognized resulting in slower RT because of higher processing demands.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA