The Complex Role of Utterance Length on Grammaticality: Multivariate Multilevel Analysis of English and Spanish Utterances of First-Grade English Learners

Autor/inn/en	Castilla-Earls, Anny; Francis, David J.; Iglesias, Aquiles
Titel	The Complex Role of Utterance Length on Grammaticality: Multivariate Multilevel Analysis of English and Spanish Utterances of First-Grade English Learners
Quelle	In: Journal of Speech, Language, and Hearing Research, 65 (2022) 1, S.238-252 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castilla-Earls, Anny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	English Language Learners; Spanish; English (Second Language); Error Analysis (Language); Correlation; Syntax; Probability; Grade 1; Elementary School Students; Story Telling; Speech Communication; Second Language Instruction; Grammar; Contrastive Linguistics; Native Language + Suchen Sie Ihr Suchwort? Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Error analysis; Language; Fehleranalyse; Korrelation; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; School year 01; 1. Schuljahr; Schuljahr 01; Fremdsprachenunterricht; Grammatik; Linguistics; Kontrastive Linguistik
Abstract	Purpose: This study examined the relationship between utterance length, syntactic complexity, and the probability of making an error at the utterance level. Method: The participants in this study included 830 Spanish-speaking first graders who were learning English at school. Story retells in both Spanish and English were collected from all children. Generalized mixed linear models were used to examine within-child and between-children effects of utterance length and subordination on the probability of making an error at the utterance level. Results: The relationship between utterance length and grammaticality was found to differ by error type (omission vs. commission), language (Spanish vs. English), and level of analysis (within-child vs. between-children). For errors of commission, the probability of making an error increased as a child produced utterances that were longer relative to their average utterance length (within-child effect). Contrastively, for errors of omission, the probability of making an error decreased when a child produced utterances that were longer relative to their average utterance length (within-child effect). In English, a child who produced utterances that were, on average, longer than the average utterance length for all children produced more errors of commission and fewer errors of omission (between-children effect). This between-children effect was similar in Spanish for errors of commission but nonsignificant for errors of omission. For both error types, the within-child effects of utterance length were moderated by the use of subordination. Conclusion: The relationship between utterance length and grammaticality is complex and varies by error type, language, and whether the frame of reference is the child's own language (within-child effect) or the language of other children (between-children effect). (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11