Comparing Language Use in the Writing of Developmental Generation 1.5, L1, and L2 Tertiary Students

Autor/in	Doolan, Stephen M.
Titel	Comparing Language Use in the Writing of Developmental Generation 1.5, L1, and L2 Tertiary Students
Quelle	In: Written Communication, 31 (2014) 2, S.215-247 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088314526352
Schlagwörter	Writing Difficulties; Student Characteristics; Comparative Analysis; English (Second Language); English Language Learners; Native Speakers; Language Usage; Writing Skills; Error Patterns; Vocabulary; Verbs; Written Language; Speech Communication; Error Analysis (Language); Immigration; College Students; Basic Writing; Developmental Studies Programs; Scripts; Surveys; Writing Assignments; Prompting; Grammar; Spelling; Form Classes (Languages); Multivariate Analysis; Flesch Kincaid Grade Level Formula; Test of English as a Foreign Language; Test of Written English + Suchen Sie Ihr Suchwort? Schreibstörung; English as second language; English; Second Language; Englisch als Zweitsprache; Muttersprachler; Sprachgebrauch; Writing skill; Schreibfertigkeit; Fehlertyp; Wortschatz; Geschriebene Sprache; Error analysis; Language; Fehleranalyse; Collegestudent; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Skript; Survey; Umfrage; Befragung; Benutzerführung; Grammatik; Schreibweise; Analytischer Sprachbau; Multivariate Analyse
Abstract	Developmental composition courses serve a sizable and growing number of Generation 1.5 students, or long-term U.S. resident language learners, and it is believed that language challenges may be part of Generation 1.5 writers' difficulty in controlling the academic register. The current study investigates possible similarities and differences between Generation 1.5 students ("n" = 149) and two other student groups: mainstream first language (L1) writers ("n" = 203) and more traditional second language (L2) writers ("n" = 55), thus determining the extent to which language-use variables distinguish Generation 1.5 texts from those of their classmates. Results indicate significant differences between Generation 1.5 and L2 students on holistic writing quality, word errors, word class errors, verb errors, total identified errors, and spoken features of language. Generation 1.5 and L1 texts significantly differed on academic features of language. Implications are presented, suggesting that developmental Generation 1.5 writing may be more similar to L1 writing than has been previously reported. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10