Abstract

This study addresses the usefulness of elicited imitation (EI) and automated speech recognition (ASR) as a tool for second language acquisition (SLA) research by evaluating differences among learners of Japanese. The findings indicate that the EI and ASR grading system used in this study was able to differentiate between beginning- and advanced-level learners as well as instructed and self-instructed learners. No significant difference was found between self-instructed learners with and without post-mission instruction. The procedure, reliability and validity of the ASR-based computerized EI are discussed. Results and discussion will provide insights regarding different types of second language (L2) development, the effects of instruction, implications for teaching, as well as limitations of the EI and ASR grading system.

Degree

MA

College and Department

Humanities; Center for Language Studies

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2011-07-05

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd4550

Keywords

Japanese, elicited imitation, automated speech recognition, computerized language test, SLA, second language studies

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