Verb Errors of Bilingual and Monolingual Basic Writers.
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| Title: | Verb Errors of Bilingual and Monolingual Basic Writers. |
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| Authors: | GRISWOLD, OLGA1 |
| Source: | CATESOL Journal. 2017, Vol. 29 Issue 2, p109-137. 30p. |
| Subject Terms: | *Basic writing (Remedial education), *Bilingualism, *Verbs, *Authors, Monolingualism |
| Abstract: | This study analyzed the grammatical control of verbs exercised by 145 monolingual English and Generation 1.5 bilingual developmental writers in narrative essays using quantitative and qualitative methods. Generation 1.5 students made more errors than their monolingual peers in each category investigated, albeit in only 2 categories was the difference statistically significant. Yet the overall effect was cumulative: The total number of verb errors in the essays of bilinguals was statistically larger than that in the essays of monolinguals. Both monolingual and bilingual writers inappropriately transferred the features of spoken English into the written medium, and both displayed dif- ficulties in the appropriate use of the perfect aspect. However, Generation 1.5 learners also exhibited ESL-like traits in their writing, demonstrating a weak control of verbal inflection. The findings suggest that explicit grammar instruction may be warranted in all Developmental Writing classes, especially those with large proportions of Generation 1.5 learners. [ABSTRACT FROM AUTHOR] |
| Copyright of CATESOL Journal is the property of CATESOL and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 127875272 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Verb Errors of Bilingual and Monolingual Basic Writers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22GRISWOLD%2C+OLGA%22">GRISWOLD, OLGA</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22CATESOL+Journal%22">CATESOL Journal</searchLink>. 2017, Vol. 29 Issue 2, p109-137. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Basic+writing+%28Remedial+education%29%22">Basic writing (Remedial education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Verbs%22">Verbs</searchLink><br />*<searchLink fieldCode="DE" term="%22Authors%22">Authors</searchLink><br /><searchLink fieldCode="DE" term="%22Monolingualism%22">Monolingualism</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study analyzed the grammatical control of verbs exercised by 145 monolingual English and Generation 1.5 bilingual developmental writers in narrative essays using quantitative and qualitative methods. Generation 1.5 students made more errors than their monolingual peers in each category investigated, albeit in only 2 categories was the difference statistically significant. Yet the overall effect was cumulative: The total number of verb errors in the essays of bilinguals was statistically larger than that in the essays of monolinguals. Both monolingual and bilingual writers inappropriately transferred the features of spoken English into the written medium, and both displayed dif- ficulties in the appropriate use of the perfect aspect. However, Generation 1.5 learners also exhibited ESL-like traits in their writing, demonstrating a weak control of verbal inflection. The findings suggest that explicit grammar instruction may be warranted in all Developmental Writing classes, especially those with large proportions of Generation 1.5 learners. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of CATESOL Journal is the property of CATESOL and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5070/b5.35996 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 109 Subjects: – SubjectFull: Basic writing (Remedial education) Type: general – SubjectFull: Bilingualism Type: general – SubjectFull: Verbs Type: general – SubjectFull: Authors Type: general – SubjectFull: Monolingualism Type: general Titles: – TitleFull: Verb Errors of Bilingual and Monolingual Basic Writers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: GRISWOLD, OLGA IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 15350517 Numbering: – Type: volume Value: 29 – Type: issue Value: 2 Titles: – TitleFull: CATESOL Journal Type: main |
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