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Gangopadhyay, Ishanti Davidson, Meghan M. Weismer, Susan Ellis and Kaushanskaya, Margarita 2016. The role of nonverbal working memory in morphosyntactic processing by school-aged monolingual and bilingual children. Journal of Experimental Child Psychology, Vol. 142, p. 171.
Lempert, Henrietta 2016. Late L2ers can acquire grammatical features that do not occur in their L1: Evidence from the effect of animacy on verb agreement in L1 Chinese. Memory & Cognition, Vol. 44, Issue. 4, p. 538.
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Gutiérrez, Xavier 2013. THE CONSTRUCT VALIDITY OF GRAMMATICALITY JUDGMENT TESTS AS MEASURES OF IMPLICIT AND EXPLICIT KNOWLEDGE. Studies in Second Language Acquisition, Vol. 35, Issue. 03, p. 423.
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Leong, Che Kan Tsung, Linda T.H. Tse, Shek Kam Shum, Mark Shui Kee and Ki, Wing Wah 2012. Grammaticality judgment of Chinese and English sentences by native speakers of alphasyllabary: A reaction time study. International Journal of Bilingualism, Vol. 16, Issue. 4, p. 428.
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Eftekhari, Maryam and Rahimi, Ali 2011. RETRACTED: The effect of delexicalization of common verbs on the collocational competence of Iranian EFL students. Procedia - Social and Behavioral Sciences, Vol. 15, p. 3941.
Ishii, David N. 2011. Paired learners’ verbalised strategies for determining grammatical correctness: a turn-based system for coding metatalk. Language Awareness, Vol. 20, Issue. 4, p. 359.
This article takes a critical look at grammaticality judgment tasks in second language acquisition research. It begins by examining the theoretical assumptions that underlie grammaticality judgment tasks, pointing out that previous studies have reported considerable differences between the results obtained from grammaticality judgment tasks and from other, production-oriented tasks. A description of the design features of grammaticality judgment tasks that have been used to date is then provided. There follows an account of a small-scale study designed to investigate the nature of learner judgments. Twenty-one adult advanced Chinese learners of English were asked to judge sentences designed to test their knowledge of dative alternation. The results indicated that the learners rarely used the “not sure” option in the test. Eight of these subjects were then administered a reduced version of the original test as a think-aloud task 1 week later. The results showed that these learners were inconsistent in 22.5% of their judgments. The think-aloud protocols showed that they resorted to a variety of strategies in making judgments. The article concludes by arguing that grammaticality judgment tasks elicit a particular kind of performance that needs to be understood much more thoroughly before it is used as a basis for investigating second language acquisition.
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