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Second language learners' punctuatio...

Mugharbil, Hanan.

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Second language learners' punctuation: Acquisition and awareness.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Second language learners' punctuation: Acquisition and awareness./
Author:	Mugharbil, Hanan.
Description:	111 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-06, Section: A, page: 1947.
Contained By:	Dissertation Abstracts International60-06A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9933801
ISBN:	0599346639

Second language learners' punctuation: Acquisition and awareness.
Mugharbil, Hanan.

Second language learners' punctuation: Acquisition and awareness. - 111 p.

Source: Dissertation Abstracts International, Volume: 60-06, Section: A, page: 1947.

Thesis (Ph.D.)--University of Southern California, 1999.

The main focus of research on second language writing has been the description of the kinds of writing problems that second language writers face; that is, very few researchers address questions of acquisition or awareness of mechanics. This study examined the order in which second language learners acquire punctuation marks, the difference in their placement accuracy between monitored and unmonitored punctuation conditions, and their awareness of punctuation rules. Two groups of second language learners---low English proficiency and high English proficiency---were selected based on a writing scale set by the American Language Institute at the University of Southern California. In addition, two conditions were established unmonitored and monitored punctuation. For the unmonitored condition, compositions (themes) written by the two groups were collected and analyzed for correct usage of punctuation marks. For the monitored condition, a set of thirty sentences was distributed to the subjects of both groups who were asked to pun punctuate and state the rules of their own punctuation placement. The results were analyzed for correct placement of punctuation marks and awareness of rules. The study concluded that there is an order of accuracy of placement of punctuation marks among second language learners. The period was the most likely punctuation mark to be placed correctly when L2 learners were asked to produce their own piece of discourse. The semicolon was the mark least likely to be correctly placed when advanced L2 learners were asked to produce their own piece of writing discourse. However, the comma was the least often correctly placed when low English proficient L2 learners were asked to produce their own piece of discourse. The exclamation mark was the least often correctly placed mark when both advanced and less advanced L2 learners were asked to focus on form. Both advanced and low proficient second language learners were unable to articulate rules they used when placing punctuation marks in a monitored condition. Furthermore, the study showed that in an unmonitored situation the period was the first punctuation mark to be acquired and the semicolon the last.

ISBN: 0599346639Subjects--Topical Terms:

1018115
Education, Language and Literature.

Second language learners' punctuation: Acquisition and awareness.
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500 $a Chairperson: David Eskey.
502 $a Thesis (Ph.D.)--University of Southern California, 1999.
520 $a The main focus of research on second language writing has been the description of the kinds of writing problems that second language writers face; that is, very few researchers address questions of acquisition or awareness of mechanics. This study examined the order in which second language learners acquire punctuation marks, the difference in their placement accuracy between monitored and unmonitored punctuation conditions, and their awareness of punctuation rules. Two groups of second language learners---low English proficiency and high English proficiency---were selected based on a writing scale set by the American Language Institute at the University of Southern California. In addition, two conditions were established unmonitored and monitored punctuation. For the unmonitored condition, compositions (themes) written by the two groups were collected and analyzed for correct usage of punctuation marks. For the monitored condition, a set of thirty sentences was distributed to the subjects of both groups who were asked to pun punctuate and state the rules of their own punctuation placement. The results were analyzed for correct placement of punctuation marks and awareness of rules. The study concluded that there is an order of accuracy of placement of punctuation marks among second language learners. The period was the most likely punctuation mark to be placed correctly when L2 learners were asked to produce their own piece of discourse. The semicolon was the mark least likely to be correctly placed when advanced L2 learners were asked to produce their own piece of writing discourse. However, the comma was the least often correctly placed when low English proficient L2 learners were asked to produce their own piece of discourse. The exclamation mark was the least often correctly placed mark when both advanced and less advanced L2 learners were asked to focus on form. Both advanced and low proficient second language learners were unable to articulate rules they used when placing punctuation marks in a monitored condition. Furthermore, the study showed that in an unmonitored situation the period was the first punctuation mark to be acquired and the semicolon the last.
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