Retelling of Stories with Common Phrasal Expressions by High-Proficiency Learners: Implications for Learning and High-Stakes Testing

Abstract

The goal of this research was to investigate how well L2 English speakers of different proficiency levels were able to perform on a test of auditory memory like that used in the Wechsler Memory Scale (WMS). In this test, participants must retell heard stories. While the validity of elicited imitation tests is well established in second-language acquisition research, the effectiveness of using retelling as a neuropsychological measurement when a language other than the test taker’s L1 is used is unclear. Further, due to their importance in memory function, this study also analyzed the role of common phrasal expressions in how well participants retold stories in three groups of different proficiency. The results indicated that the increase in scores in the retelling of stories aligned with the proficiency level of the non-native participants. Higher-proficiency NNSs were also able to use more of the commonly used spoken phrases in their retelling. Further, there was no difference in this measure between the higher-proficiency Second-Language English and First-Language English participants. While the effectiveness of this test method as a neuropsychological tool when a language other than the test taker’s L1 is used is unclear, these results indicate significant progress by the higher-proficiency participants. Nevertheless, given that this test is often used in this context with immigrants and minority language patients, doubts remain about its suitability for less proficient individuals.