Elicited Imitation
Elicited imitation (EI) is a data collection technique in which participants hear a sentence and must repeat it as accurately as possible. Errors in repetition are not random — they reveal the structure of the learner's Interlanguage grammar, because learners can only accurately repeat structures they have acquired or automatised.
The Logic
If repetition were simple mimicry, learners would reproduce any sentence they heard clearly. But EI research consistently shows that learners systematically alter sentences to match their own interlanguage grammar — omitting morphemes they have not acquired, restructuring syntax, and substituting forms. This suggests that the input is parsed through the learner's linguistic system before being reproduced, making EI a window into underlying competence.
As a Measure of Implicit Knowledge
Because EI is performed under time pressure (participants must repeat immediately), it is argued to tap implicit knowledge — the automatised, procedural knowledge used in real-time communication. This contrasts with untimed grammaticality judgement tests, which allow time for explicit reflection.
R. Ellis (2005) included EI as part of a battery of tests designed to separately measure implicit and explicit L2 knowledge. The EI task loaded with other implicit knowledge measures (timed GJT, oral narration) rather than with explicit knowledge measures (untimed GJT, metalinguistic knowledge test).
As a Proficiency Measure
EI has been validated as a measure of global oral proficiency. Sentences increase gradually in length and complexity; the total accuracy score correlates strongly with independent proficiency assessments. This makes EI useful as a quick, standardised proficiency screening tool in SLA research.
Design Considerations
| Parameter | Recommendation |
|---|---|
| Sentence length | Grade from short (6-7 syllables) to long (19-20 syllables) |
| Structures | Target specific grammatical features at varying developmental levels |
| Delivery | Natural speech rate; each sentence heard once |
| Scoring | Exact repetition, meaning-preserving repetition, or structural accuracy |
| Time pressure | Immediate repetition (no delay) for implicit knowledge; delayed for memory |
Limitations
- The task conflates linguistic knowledge with working memory capacity — longer sentences are harder to repeat regardless of grammar
- Very high-proficiency learners may be able to parrot sentences without full parsing
- Very low-proficiency learners may produce nothing, creating a floor effect
- The relationship between EI performance and spontaneous production is not always straightforward
Key References
- Naiman (1974) — early use of EI in SLA
- Bley-Vroman & Chaudron (1994) — EI as a grammatical measure
- Ellis (2005) — EI in the implicit/explicit knowledge test battery
- Ortega, Iwashita, Norris & Rabie (2002) — EI as a proficiency measure
- Wu & Ortega (2013) — EI test of L2 Chinese